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ERIC Number: ED278014
Record Type: RIE
Publication Date: 1986-May
Pages: 16
Abstractor: N/A
Reference Count: 0
Writing Assessment Re-Examined.
Jacobs, Suzanne E.
Effective writing assessment involves judging how well a writer is encouraged by the classroom's social context to pull together ideas and to bring experience to bear on abstractions. Four main points can be made to justify this view. First, assessment by standardized test determines a teach-and-test model of instruction. But a curriculum that emphasizes writing processes is richer and can be tested using direct assessment by writing sample, such as the Stanford Writing Assessment Program. Second, teach-and-test models of writing instruction conflict with good writing theory. A good model of writing instruction emphasizes revision, talking, reading, and learning and can be tested through essay questions that pertain to these experiences. Third, assessment by standardized test is a deeply rooted problem allied with the teach-and-test research tradition; both proceed by means of oversimplified logic requiring written products to play an oversimplified role. However, new research teaches a more complicated logic about product. Fourth, this new logic shows that standardized testing needs to be supplemented by assessment that is functional and that recognizes learning as valuable by "giving points" for constructive, integrative acts in students' writing. (Hawaii's educational system is highlighted.) A 27-item reference list is provided. (JD)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Conference on the Teaching of English (4th, Ottawa, Ontario, Canada, May 11-16, 1986).