Reading Notes · WRTG 514

Hope Parisi, “Third-Party Address: A Dialogic Option in Portfolio Reflection for Basic Writers”

Parisi, Hope. “Third-Party Address: A Dialogic Option in Portfolio Reflection for Basic Writers.” Teaching English in the Two-Year College 42.1 (2014): 7-26. Abstract: “This article discusses the contradictions of portfolio reflective writing for basic writing students and suggests a more dialogic option of third-party address.” Keywords: portfolio, reflective writing, basic writers, critical pedagogy, audience Quotations: “Especially for… Continue reading Hope Parisi, “Third-Party Address: A Dialogic Option in Portfolio Reflection for Basic Writers”

Reading Notes · WRTG 514

Jeanetta Miller, “A Better Grading System: Standards-Based, Student-Centered Assessment”

Miller, Jeanetta Jones. “A Better Grading System: Standards-Based, Student-Centered Assessment.” English Journal 103.1 (2013): 111-118.  Summary: Miller recommends an assessment strategy that focuses on providing individualized feedback to students and tracking development over time. Keywords: assessment, standards, student-centered, progress Quotations: “As he reports in Transforming Classroom Grading, Robert J. Marzano came to believe the most important purpose… Continue reading Jeanetta Miller, “A Better Grading System: Standards-Based, Student-Centered Assessment”

Reading Notes · WRTG 514

Holly Hassel and Joanne Giordano, “The Blurry Borders of College Writing: Remediation and the Assessment of Student Readiness”

Hassel, Holly, and Joanne Baird Giordano. “The Blurry Borders of College Writing: Remediation and the Assessment of Student Readiness.” College English 78.1 (2015): 56-80.  Summary: Hassel and Giordano recognize the blurry complexities that exist between college courses that are remedial (non-credit earning) and traditional (credit earning), especially in regard to placement in these classes. They critique the… Continue reading Holly Hassel and Joanne Giordano, “The Blurry Borders of College Writing: Remediation and the Assessment of Student Readiness”

Reading Notes · WRTG 514

NCTE and WPA, “NCTE-WPA White Paper on Writing Assessment in Colleges and Universities”

National Council of Teachers of English and Council of Writing Program Administrators. “NCTE-WPA White Paper on Writing Assessment in Colleges and Universities.” Council of Writing Program Administrators, 2014. Web. 21 Feb. 2016.  Abstract: “This white paper is meant to help teachers, administrators, and other stakeholders articulate the general positions, values, and assumptions on writing assessment… Continue reading NCTE and WPA, “NCTE-WPA White Paper on Writing Assessment in Colleges and Universities”

Reading Notes · WRTG 514

Sandra Murphy and Mary Smith, “Assessment Challenges in the Common Core Era”

Murphy, Sandra, and Mary Smith. “Assessment Challenges in the Common Core Era.” English Journal 103.1 (2013): 104-110.  Summary: Murphy and Smith discuss the many ways that the CCSS and large-scale standardized tests fail to accurately assess student learning and range. They recommend portfolio assessment as a formative strategy that helps students in a variety of ways. The authors… Continue reading Sandra Murphy and Mary Smith, “Assessment Challenges in the Common Core Era”

Reading Notes · WRTG 514

Chris Gallagher, “Kairos and Informative Assessment: Rethinking the Formative/Summative Distinction in Nebraska”

Gallagher, Chris W. “Kairos and Informative Assessment: Rethinking the Formative/Summative Distinction in Nebraska.” Theory Into Practice 48 (2009): 81-88.  Abstract: “In this article, the author argues that educational policymaking, teaching, and assessment are most effective and ethical when they are carried out with attention to local contexts. He explores this concept through a consideration of Nebraska’s… Continue reading Chris Gallagher, “Kairos and Informative Assessment: Rethinking the Formative/Summative Distinction in Nebraska”

Reading Notes · WRTG 514

Joanne Addison and Sharon McGee, “To the Core: College Composition Classrooms in the Age of Accountability, Standardized Testing, and Common Core State Standards”

Addison, Joanne,  and Sharon James McGee. “To the Core: College Composition Classrooms in the Age of Accountability, Standardized Testing, and Common Core State Standards.” Rhetoric Review 34.2 (2015): 200-218.  Abstract: “An explanation of the history of standardized tests in the US reveals the ways they have shifted from tools of articulation to tools of accountability not only… Continue reading Joanne Addison and Sharon McGee, “To the Core: College Composition Classrooms in the Age of Accountability, Standardized Testing, and Common Core State Standards”