Composition in the Twenty first Century

7 Writing Assessment in the 21st Century : A Utopian View PETER ELBOW How shall we deal with what lies ahead ? In his essay in this volume , Edward M. White warns us of future dangers and urges us to steer away from them .

Author: Lynn Z. Bloom

Publisher: SIU Press

ISBN: 0809321289

Category: Language Arts & Disciplines

Page: 306

View: 562


The essays in this book, stemming from a national conference of the same name, focus on the single subject required of nearly all college students--composition. Despite its pervasiveness and its significance, composition has an unstable status within the curriculum. Writing programs and writing faculty are besieged by academic, political, and financial concerns that have not been well understood or addressed. At many institutions, composition functions paradoxically as both the gateway to academic success and as the gatekeeper, reducing access to academic work and opportunity for those with limited facility in English. Although writing programs are expected to provide services that range from instruction in correct grammar to assisting--or resisting--political correctness, expanding programs and shrinking faculty get caught in the crossfire. The bottom line becomes the firing line as forces outside the classroom determine funding and seek to define what composition should do. In search of that definition, the contributors ask and answer a series of specific and salient questions: What implications--intellectual, political, and institutional--will forces outside the classroom have on the quality and delivery of composition in the twenty-first century? How will faculty and administrators identify and address these issues? What policies and practices ought we propose for the century to come? This book features sixteen position papers by distinguished scholars and researchers in composition and rhetoric; most of the papers are followed by invited responses by other notable compositionists. In all, twenty-five contributors approach composition from a wide variety of contemporary perspectives: rhetorical, historical, social, cultural, political, intellectual, economic, structural, administrative, and developmental. They propose solutions applicable to pedagogy, research, graduate training of composition teachers, academic administration, and public and social policy. In a very real sense, then, this is the only book to offer a map to the future of composition.

Innovative Assessment for the 21st Century

How often would one need to take samples of writing throughout the year to get solid information about change in writing competence? Could an AES 13 Epilogue: Achieving Quality 21st Century Assessment 231.

Author: Valerie J. Shute

Publisher: Springer Science & Business Media

ISBN: 9781441965301

Category: Education

Page: 257

View: 305


In today’s rapidly changing and information-rich world, students are not acquiring adequate knowledge and skills to prepare them for careers in mathematics, science, and technology with the traditional approach to assessment and instruction. New competencies (e.g., information communication and technology skills) are needed to deal successfully with the deluge of data. In order to accomplish this, new "educationally valuable" skills must be acknowledged and assessed. Toward this end, the skills we value and support for a society producing knowledge workers, not simply service workers, must be identified, together with methods for their measurement. Innovative Assessment for the 21st Century explores the faces of future assessment—and ask hard questions, such as: What would an assessment that captures all of the above attributes look like? Should it be standardized? What is the role of the professional teacher?

Assessing EFL Writing in the 21st Century Arab World

These chapters address different aspects of EFL writing assessment as perceived by stakeholders, teachers, and students at the university level. The uniqueness of this edited collection lies in the diversity of perspectives presented in ...

Author: Abdelhamid Ahmed

Publisher: Springer

ISBN: 9783319641041

Category: Language Arts & Disciplines

Page: 315

View: 381


This book empirically explores assessment of EFL (English as a Foreign Language) writing in different Arab world contexts at the university level, which often presents a challenge for teachers and students alike. Analysing a number of different practices throughout the chapters including peer assessment, self-assessment, e-rubrics and writing coherence, the authors highlight different issues and challenges that affect the assessment of EFL writing in the Arab world, and provide valuable insights into how it can be improved. This book is sure to become an important practical resource for practitioners, researchers, professors and graduate students working on EFL writing in this region.

Curriculum Development and Online Instruction for the 21st Century

Mass-market writing assessments as bullshit. In N. Elliot & L.Perelman (Eds.), Writing assessment in the 21st century: Essays in honor of Edward M. White (pp. 425–438). Hampton Press. Pistilli, M. D. (2017).

Author: Fudge, Tamara Phillips

Publisher: IGI Global

ISBN: 9781799876557

Category: Education

Page: 400

View: 653


The world of education has undergone major changes within the last year that have pushed online instruction to the forefront of learning. Thanks to the COVID-19 pandemic, online learning has become paramount to the continued and uninterrupted teaching of students and has forced students and teachers alike to adjust to an online learning environment. Though some have already returned to the traditional classroom, or plan to very soon, others have begun to appreciate the value of online education – initiatives that had previously been discussed but never acted upon as they have been in the past year. With plenty of positive and negative aspects, online learning is a complex issue with numerous factors to consider. It is an issue that must be studied and examined in order to improve in the future. Curriculum Development and Online Instruction for the 21st Century examines the issues and difficulties of online teaching and learning, as well as potential solutions and best practices. This book includes an examination on the value of teaching fully via the internet as well as the challenges inherent in the training of teachers to teach in online environments. While addressing key elements of remote learning, such as keeping student data safe, as well as methods in which to engage students, this book covers topics that include assessment tools, teaching deaf students, web technology, and standardized curricula. Ideal for K-12 teachers, college faculty, curriculum developers, instructional designers, educational software developers, administrators, academicians, researchers, and students, this book provides a thorough overview of online education and the benefits and issues that accompany it.

Language Testing and Assessment Practices and Challenges in the 21st Century

A challenge to use this platform to assess students' writing essays has made the writer explore a cyber-learning platform to get ... the learners' grade (K. 154 Language Testing and Assessment: Practices and Challenges in the 21st Century.

Author: Dr. Heny Hartono

Publisher: Soegijapranata Catholic University

ISBN: 9786237635383

Category: Psychology


View: 595


Despite the fact that language assessment has become one of the most crucial aspects of language teaching, there have been many challenges faced by teachers and language test designers. New challenges include online language classroom assessment and language assessment for class teachers who use English as the medium of instruction (EMI). The time of covid-19 pandemic will not stop the increased need for language assessment. Therefore, issues in language testing and assessment are worth to be well documented through academic articles.

Writing Assessment and the Revolution in Digital Texts and Technologies

writers can demonstrate via ePortfolios, writing assessment in the 21st century needs to respond to the ever expanding notions of composing and writing in the digital age. Sometimes referred to as new media or multimodal composition, ...

Author: Michael R. Neal

Publisher: Teachers College Press

ISBN: 0807770752

Category: Education

Page: 153

View: 773


This text provides an innovative new framework for the formative and holistic assessment of students' digital writing. It also addresses the rapid evolution of writing assessment tools, analyzing the research in clear terms for both techno-phobic and techno-savvy teachers. The author critiques computer automated scoring of student writing, for example, but also considers the possibilities and potential of the future of technology assisted assessments.

Handbook for Arabic Language Teaching Professionals in the 21st Century

the development of Integrated Performance Assessments (IPAs) to provide ongoing feedback to student and teacher concerning ... One of the key issues in writing assessment is the application of the conceptual framework of the ACTFL (or ...

Author: Kassem M. Wahba

Publisher: Taylor & Francis

ISBN: 9781317384205

Category: Education

Page: 434

View: 649


Drawing on the collective expertise of language scholars and educators in a variety of subdisciplines, the Handbook for Arabic Language Teaching Professionals in the 21st Century, Volume II, provides a comprehensive treatment of teaching and research in Arabic as a second and foreign language worldwide. Keeping a balance among theory, research and practice, the content is organized around 12 themes: Trends and Recent Issues in Teaching and Learning Arabic Social, Political and Educational Contexts of Arabic Language Teaching and Learning Identifying Core Issues in Practice Language Variation, Communicative Competence and Using Frames in Arabic Language Teaching and Learning Arabic Programs: Goals, Design and Curriculum Teaching and Learning Approaches: Content-Based Instruction and Curriculum Arabic Teaching and Learning: Classroom Language Materials and Language Corpora Assessment, Testing and Evaluation Methodology of Teaching Arabic: Skills and Components Teacher Education and Professional Development Technology-Mediated Teaching and Learning Future Directions The field faces new challenges since the publication of Volume I, including increasing and diverse demands, motives and needs for learning Arabic across various contexts of use; a need for accountability and academic research given the growing recognition of the complexity and diverse contexts of teaching Arabic; and an increasing shortage of and need for quality of instruction. Volume II addresses these challenges. It is designed to generate a dialogue—continued from Volume I—among professionals in the field leading to improved practice, and to facilitate interactions, not only among individuals but also among educational institutions within a single country and across different countries.

Empowering the Community College First Year Composition Teacher

New York: Teachers College Press. Elbow, P. (1996). Writing assessment in the twenty-first century: A utopian view. In L. Bloom, D. Daiker, & E. White (Eds.), Composition in the 21st century: Crisis and change (pp. 83–100).

Author: Meryl Siegal

Publisher: University of Michigan Press

ISBN: 9780472129003

Category: Education

Page: 328

View: 208


Community colleges in the United States are the first point of entry for many students to a higher education, a career, and a new start. They continue to be a place of personal and, ultimately, societal transformation. And first-year composition courses have become sites of contestation. This volume is an inquiry into community college first-year pedagogy and policy at a time when change has not only been called for but also mandated by state lawmakers who financially control public education. It also acknowledges new policies that are eliminating developmental and remedial writing courses while keeping mind that, for most community college students, first-year composition serves as the last course they will take in the English department toward their associate’s degree. Chapters focusing on pedagogy and policy are integrated within cohesively themed parts: (1) refining pedagogy; (2) teaching toward acceleration; (3) considering programmatic change; and (4) exploring curriculum through research and policy. The volume concludes with the editors’ reflections regarding future work; a glossary and reflection questions are included. This volume also serves as a call to action to change the way community colleges attend to faculty concerns. Only by listening to teachers can the concerns discussed in the volume be addressed; it is the teachers who see how societal changes intersect with campus policies and students’ lives on a daily basis.

Writing Assessment in the 21st Century

In this edited collection, thirty-five leaders in assessment pay tribute to Professor Wite by documenting the landscape, stragegies, consequence and future of the field.

Author: Norbert Elliot

Publisher: Hampton Press (NJ)

ISBN: 1612890873

Category: Language Arts & Disciplines

Page: 518

View: 710


For over forty years Eddward M. White, author of various seminal works in insturction and evaluation, has led debates about accountability by focusing on student learning. In this edited collection, thirty-five leaders in assessment pay tribute to Professor Wite by documenting the landscape, stragegies, consequence and future of the field. Readers will find in these chapters the beginning of a new phase in writing assessment, one informed by a appreciation of complexity and a devotion to fiarness that marked the career of the scholar honored in these pages

Technology Enhanced Innovative Assessment

Transforming K-12 assessment: Integrating accountability testing, formative assessment, and professional support. ... In N. Elliott & L. Perelman (Eds.), Writing assessment in the 21st century: Essays in honor of Edward M. White.

Author: Hong Jiao

Publisher: IAP

ISBN: 9781681239316

Category: Education

Page: 307

View: 317


Assessment innovation tied to technology is greatly needed in a wide variety of assessment applications. This book adopts an interdisciplinary perspective to learn from advances in developing technology enhanced innovative assessments from multiple fields. The book chapters address the development of virtual assessments including game?based assessment, simulation?based assessment, and narrative based assessment as well as how simulation and game based assessments serve both formative and summative purposes. Further, chapters address the critical challenge of integrating assessment directly into the learning process so that teacher effectiveness and student learning can be enhanced. Two chapters specifically address the psychometric challenges related to innovative items. One chapter talks about evaluating the psychometric properties of innovative items while the other chapter presents a new psychometric model for calibrating innovative items embedded in multiple contexts. In addition, validity issues are addressed related to technology enhanced innovative assessment. It is hoped that the book provides readers with rich and useful information about the development of several types of virtual assessments from multiple perspectives. The authors include experts from industry where innovative items have been used for many years and experts from research institutes and universities who have done pioneering work related to developing innovative items with formative applications to facilitate learning. In addition, expert advice has been provided on validating such work.