02932oam 22006374a 450 99657186800331620210915032143.01-283-26705-597866132670540-87421-482-3(CKB)1000000000344112(EBL)287115(OCoLC)476039820(SSID)ssj0000125403(PQKBManifestationID)11142381(PQKBTitleCode)TC0000125403(PQKBWorkID)10026571(PQKB)10763369(MiAaPQ)EBC3442704(OCoLC)62286647(MdBmJHUP)muse16388(MiAaPQ)EBC287115(Au-PeEL)EBL287115(EXLCZ)99100000000034411220040427d2004 uy 0engur|n|---|||||txtccrComing To TermsA Theory of Writing Assessment /Patricia LynneLogan, Utah :Utah State University Press,2004.©2004.1 online resource (201 p.)Description based upon print version of record.0-87421-585-4 Includes bibliographical references (p. [181]-189) and index.Large-scale writing assessment practices and the influence of objectivity -- Contemporary literacy scholarship and the value of context -- Wrestling with positivism -- Theory under construction -- The politics of theorizing -- Theorizing writing assessment -- Theory in practice.In a provocative book-length essay, Patricia Lynne argues that most programmatic assessment of student writing in U.S. public and higher education is conceived in the terms of mid-20th century positivism. Since composition as a field had found its most compatible home in constructivism, she asks, why do compositionists import a conceptual frame for assessment that is incompatible with composition theory? By casting this as a clash of paradigms, Lynne is able to highlight the ways in which each theory can and cannot influence the shape of assessment within composition. She lamentConstructivism (Education)English languageRhetoricEvaluationEnglish languageComposition and exercisesStudy and teaching (Secondary)English languageComposition and exercisesEvaluationElectronic books. Constructivism (Education)English languageRhetoricEvaluation.English languageComposition and exercisesStudy and teaching (Secondary)English languageComposition and exercisesEvaluation.808/.042/0712Lynne Patricia1964-1023668MdBmJHUPMdBmJHUPBOOK996571868003316Coming To Terms2432131UNISA