Race and Writing Assessment

Asao B. Inoue received his PhD from Washington State University. He is Associate Professor of Rhetoric and Composition at California State University, Fresno, the Special Assistant to the Provost on Writing across the Curriculum, and the First Year Writing Program Assessment Coordinator. Dr. Inoue has published articles on validity theory, writing assessment, and directed self-placement in The Journal of Writing Assessment, Assessing Writing, and Composition Forum as well as in numerous collections.Mya Poe received her PhD from University of Massachusetts. She is Assistant Professor of English at Penn State University. Prior to coming to Penn State, she was Director of Technical Communication at MIT. She is the co-author of Learning to Communicate in Science and Engineering: Case Studies from MIT (with Neal Lerner and Jennifer Craig, 2010). Her work has appeared in College Composition and Communication, The Journal of Business and Technical Communication, and IEEE Transactions on Professional Communication. Along with Tom Deans, she is editor of the Oxford University Press Short Guides to Writing in the Disciplines series.

«The title ‘Race and Writing Assessment’ says it all, providing a rich reassessment of assessment, recognizing that the foundation of scientific method – caeteris paribus – cannot stand, that all things cannot be equal in an unequal social structure. This is a must read for all of us in writing studies.» (Victor Villanueva, Professor and English Department Head, Auburn University)«Writing assessment affects every student in America, which seeks to leave no child behind and to open access to college and the professions without regard to race. This important book presents the background, the present scholarship and practice, and the problems of the future for those seeking more fair writing assessments. It should be read by every school administrator, test constructor, and teacher at every educational level.» (Edward M. White, Professor Emeritus, California State University, San Bernardino, and Visiting Scholar, University of Arizona)

• Contents: Chris M. Anson: Black Holes: Writing Across the Curriculum, Assessment, and the Gravitational Invisibility of Race – Diane Kelly-Riley: Getting Off the Boat and onto the Bank: Exploring the Validity of Shared Evaluation Methods for Students of Color in College Writing Assessment – Anne Herrington/Sarah Stanley: CriterionSM: Promoting the Standard – Valerie Balester: How Writing Rubrics Fail: Toward a Multicltural Model – Asao B. Inoue: Grading Contracts: Assessing Their Esffectiveness on Different Racial Formations – Sandra L. Jordan: Students’ Right, African American English, and Writing Assessment: Considering the HBCU – Judy Fowler/Robert Ochsner: Evaluating Essays Across Institutional Boundaries: Teacher Attitudes Toward Dialect, Race, and Writing – Nicholas Behm/Keith D. Miller: Challenging the Frameworks of Color-blind Racism: Why We Need a Fourth Wave of Writing Assessment Scholarship – Rachel Lewis Ketai: Race, Remediation, and Readiness: Reassessing the «Self» in Directed Self-Placement – Anthony Lioi/Nicole M. Merola: The Muse of Difference: Race and Writing Placement at Two Elite Art Schools – Kethleen Blake Yancey: College Admissions and the Insight Resume: Writing, Reflection, and Students’ Lived Curriculum as a Site of Equitable Assessment – Élisabeth Bautier/Christiane Donahue: Assessment in the French Context: Language Socialization, Socioeconomic Status, and the Implications of the Programme for International Student Assessment.