Brian huot writing assessment practice

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Brian huot writing assessment practice

Written by Brian Huot. Utah State University Press, Writing assessment is a recursive practice.

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And over and over. Composition in the Context of CAP: His conclusion is superb, but watching it develop is mind-numbingly redundant.

The book had its genesis in as an article in College Composition and Communication, titled "Toward a New Theory of Assessing Writing," which Huot revised and included here as the fourth of seven chapters, the centerpiece if you will.

But he begins with a narrative on the hand-wringing he went through to come up with a book title.

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Shall it be called Reclaiming Assessment for the Teaching of Writing? No, that would imply that assessment had been previously claimed. Re Articulating Writing Assessment. Now we can all re think assessment again?

Huot then slowly, recursively moves on to discuss "Writing Assessment as a Field of Study," that is, the history of writing assessment. Further, Huot concludes that our concept of validity must evolve from a simple correlation—does the test measure what it purports to measure?

From there, Huot moves into "Assessing, Grading, Testing, and Teaching Writing," in which he reveals the assumptions behind his approach to writing assessment. He writes, "One assumption is that in literate activity, assessment is everywhere. The second assumption is that being able to assess writing is an important part of being able to write well" In other words, every part contains the whole, and the whole is a never-beginning, never-ending transformation of the part.

Yet, our current notions of assessment do not live up to their pedagogical potential.

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As Huot points out, "The kind of assessment that exists outside of a context in which a student might improve her work can be labeled summative, whereas those judgments that allow the student to improve are called formative" But Huot would take us even further, calling for what he terms instructive evaluation, which "requires that we involve the student in all phases of the assessment of her work" He then goes on to recite a wonderful argument for the use of portfolios, in which students self-assess their work as they select and revise those pieces that go into their portfolios, thus learning to develop "the critical consciousness necessary for a developed, evaluative sense about writing" He moves into the central chapter of the book, "Toward a New Theory of Writing Assessment," in which he argues that "writing assessment has always been a theory-driven practice" He concludes that "We need to begin thinking of writing evaluation not so much as the ability to judge accurately a piece of writing or a particular writer, but as the ability to describe the promise and limitations of a writer working within a particular rhetorical and linguistic context" [italics added] If we can change the ways in which we respond to our students in our classrooms and the ways in which we think and write about response in our scholarly literature, then we can harness the power of reading and writing to teach writing to our students, instilling in them the same wonder and struggle that guides all of us who work with language.

Huot then discusses "Writing Assessment as Technology and Research," which would seem to be out of place, as maybe it should have come earlier, probably right after "Writing Assessment as a Field of Study," but it does propel us ever so slowly toward "real change in the ways we think about writing assessment and the positive role assessment can play in the teaching of writing and the administration of writing programs" As Huot notes, "What writing assessment culture does exist often revolves around a sense of crisis, in which assessment is cobbled together at the last minute in response to an outside call that somehow puts a program at risk" But hold on, Huot must first make some interesting connections, such as validation as research, and an aside in which he puts assessment into rhetorical terms—seeing validation as argument, which necessitates that we always consider our writing assessment audience, a form of rival hypothesis testing Which Huot provides admirably.

Brian Huot has been working in writing assessment for nearly twenty years, publishing extensively in assessment theory and practice. His work has appeared in a range of journals, including College Composition and Communication, College English, and Review of Educational Research as well as numerous edited collections. Huot is one of the founding editors of the journal Assessing Writing, and. In the last article of Part 1: Foundations, “Toward a New Theory of Writing Assessment” by Brian Huot, the author suggests that there is much left to be done in the field and alludes to new emergent research and practice that is “site-based, locally controlled, context sensitive, rhetorically-based, and accessible to . Brian Huot has been working in writing assessment for two decades. His focus has been to integrate theories and principles from educational measurement with an understanding of the ways in which writing is theorized and researched.

His model for writing assessment comes from his own institution, the University of Louisville, where he is professor of English and director of composition. There, "[w]hile the composition program goals stipulate the number of formal papers for each class and differentiate between a writing process orientation for and a research focus forthey do not dictate a specific curriculum or text" All instructors are inculcated in the goals of the program, but diversity among pedagogical approaches is actually encouraged.

Note that what is important is whether program goals are being met, not how they are being met. Finally, instructors are regularly observed in the classroom, and the observation process is used as an opportunity for self-assessment on the part of the instructor.

Next, the whole picture becomes crystal clear with the component of program assessment that focuses on student writing.

Writing assessment refers to an area of study that contains theories and practices that guide the evaluation of a writer's Writing assessment began as a classroom practice during the first two decades of the and Brian Huot explain in A Guide To College Writing Assessment that reliability and validity are the most important terms in. In (Re)Articulating Writing Assessment, Huot advocates a new understanding, a more optimistic and productive one than we have seen in composition for a very long time. Assessment, as Huot points out, defines what is valued by a teacher or a society/5(1). Brian Huot's book, (Re)Articulating Writing Assessment for Teaching and Learning, shares many of these same rutadeltambor.com conclusion is superb, but watching it develop is mind-numbingly redundant. The book had its genesis in as an article in College Composition and Communication, titled "Toward a New Theory of Assessing Writing," which Huot revised and included here as the fourth of.

Because evaluating student writing is something that requires some effort and expense, we do not assess student work every year. Because we are looking at a limited amount of student writing, we can choose to look at it in some depth. This last step clearly shows how much progress students are making through the program itself.

The second tier is composed of a campus-wide committee that evaluates fifteen sets of high school and college writing, assigning grades to the college portfolios, and "characterizing the qualities of writing for each grade" The committee also discusses the similarities and differences between high school work and subsequent college writing.

Brian Huot. Toward a New Theory of Writing Assessment.

All discussion is carried out via an Internet listserv, which would allow automatic archiving as well as provide a convenient medium in which busy personnel can conduct the assessment.

Finally, the third tier is composed of "writing assessment and program professionals," brought together on a listserv The same fifteen sets of high school and college writings that went through the second tier are examined by experts from around the country, providing valuable public insight into how the program is doing.

After this last assessment, a report is compiled that is distributed to the participants of all three tiers. From this data "course goals, faculty development opportunities, grading procedures, and other program guidelines and policies" may be assessed and revised as needed.Brian Huot has been working in writing assessment for nearly twenty years, publishing extensively in assessment theory and practice.

His work has appeared in a range of journals, including College Composition and Communication, College English, and Review of Educational Research as well as numerous edited collections.

Huot is one of the founding editors of the journal Assessing Writing, and. In the last article of Part 1: Foundations, “Toward a New Theory of Writing Assessment” by Brian Huot, the author suggests that there is much left to be done in the field and alludes to new emergent research and practice that is “site-based, locally controlled, context sensitive, rhetorically-based, and accessible to .

Assessing Writing: A Critical Sourcebook / Edition 1. An Introduction to Writing Assessment Theory and Practice Rethinking Portfolios for Evaluating Writing: Issues of Assessment and Power Brian Huot and Michael M.

brian huot writing assessment practice

Williamson Price: $ Brian Huot's book, (Re)Articulating Writing Assessment for Teaching and Learning, shares many of these same rutadeltambor.com conclusion is superb, but watching it develop is mind-numbingly redundant.

The book had its genesis in as an article in College Composition and Communication, titled "Toward a New Theory of Assessing Writing," which Huot revised and included here as the fourth of.

brian huot writing assessment practice

Brian Huot's book, (Re)Articulating Writing Assessment for Teaching and Learning, shares many of these same qualities. His conclusion is superb, but watching it . In (Re)Articulating Writing Assessment, Huot advocates a new understanding, a more optimistic and productive one than we have seen in composition for a very long time.

Assessment, as Huot points out, defines what is valued by a teacher or a society/5(1).

The CCC Online Archive: Brian Huot. Toward a New Theory of Writing Assessment.