Diane Kelly-Riley - Böcker

Students thrive when they are exposed to a variety of disciplinary genres, and their lives-and our institutions-are enriched by improving their writing outcomes. Taking account of evolving research, writing in the disciplines, and demographic and institutional shifts in higher education, this volume imagines new ways to improve writing outcomes by broadening the focus of assessment to wider issues of humanity and society.The essays-by contributors from diverse fields, from writing studies to nursing, engineering, and architecture-demonstrate innovative classroom practices and curricular design that place fairness and the situatedness of language at the center of writing instruction. Contributors reflect on a wide range of examples, from a disability-as-insight model to reckoning with postcolonial legacies, and the essays consider a variety of institutions, classrooms, and types of assessment, including culturally responsive assessment and peer feedback in digital environments.

Students thrive when they are exposed to a variety of disciplinary genres, and their lives-and our institutions-are enriched by improving their writing outcomes. Taking account of evolving research, writing in the disciplines, and demographic and institutional shifts in higher education, this volume imagines new ways to improve writing outcomes by broadening the focus of assessment to wider issues of humanity and society.The essays-by contributors from diverse fields, from writing studies to nursing, engineering, and architecture-demonstrate innovative classroom practices and curricular design that place fairness and the situatedness of language at the center of writing instruction. Contributors reflect on a wide range of examples, from a disability-as-insight model to reckoning with postcolonial legacies, and the essays consider a variety of institutions, classrooms, and types of assessment, including culturally responsive assessment and peer feedback in digital environments.

The editors and authors in this edited collection, available in two volumes, consider the increasing importance of students’ and teachers’ lived experiences within the development and use of writing assessments. Presenting key work published in The Journal of Writing Assessment since its founding in 2003, the collection explores five major themes: technical psychometric issues; politics and public policies shaping large scale writing assessments; automated scoring of writing; fairness; and the lived experiences of humans involved in assessment ecologies. The books also provide reflections from leading writing assessment scholars who examine how these themes continue to shape current and future directions in writing assessment.