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ERIC Number: EJ1083538
Record Type: Journal
Publication Date: 2010
Pages: 10
Abstractor: ERIC
ISSN: ISSN-0007-8034
Moving Forward in Writing Program Assessment Design: Why Postmodern Qualitative Assessment Makes Sense
Nora, Krystia
CEA Forum, v39 n2 p87-96 Sum-Fall 2010
An examination of postmodern grounded theory and narrative research methodology philosophies should make us rethink foundational issues in writing assessment design. Postmodern approaches emphasize interpretation and meaning-making, arguing that truths are made rather than found. In fact, many postmodern researchers emphasize the impossibility of objective, reliable results, especially in human research. In a communicative field such as teaching writing, this makes particular sense--the myriad of factors involved in a student writer's progress and in a teacher's ability to facilitate writing development cannot be isolated from each other. The realization that conducting a qualitative assessment of whether departmental objectives are being met is an investigation and an evaluation led the author to the conclusion that in order to do qualitative assessment well, it should be treated as a qualitative research project. This article describes how the faculty at the Art Institute of Pittsburgh used a postmodern qualitative approach to allow for a co-created and co-constructed research methodology. They studied themselves as a focus group, and they discerned how and why students earned the grades they did in the researchers' classes.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Grant or Contract Numbers: N/A