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181   $ctxt
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200 10$aComing to terms $etheorizing writing assessment in composition studies /$fPatricia Lynne
210   $aLogan, Utah $cUtah State University Press$dc2004
215   $a1 online resource (201 p.)
300   $aDescription based upon print version of record.
311 08$a9780874215854 
311 08$a0874215854 
320   $aIncludes bibliographical references (p. [181]-189) and index.
327   $aLarge-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.
330   $aIn 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 lament
606   $aEnglish language$xComposition and exercises$xEvaluation
606   $aEnglish language$xComposition and exercises$xStudy and teaching (Secondary)
606   $aEnglish language$xRhetoric$xEvaluation
606   $aConstructivism (Education)
615  0$aEnglish language$xComposition and exercises$xEvaluation.
615  0$aEnglish language$xComposition and exercises$xStudy and teaching (Secondary)
615  0$aEnglish language$xRhetoric$xEvaluation.
615  0$aConstructivism (Education)
676   $a808/.042/0712
700   $aLynne$b Patricia$f1964-$01023668
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906   $aBOOK
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996   $aComing To Terms$92432131
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