Rearticulating writing assessment for teaching and learning / Brian Huot
(Visualizza in formato marc)
(Visualizza in BIBFRAME)
| Autore: |
Huot Brian A
|
| Titolo: |
Rearticulating writing assessment for teaching and learning / Brian Huot
|
| Pubblicazione: | Logan : , : Utah State University Press, , 2002 |
| ©2002 | |
| Descrizione fisica: | 1 online resource (229 p.) |
| Disciplina: | 808/.042/071 |
| 808.042071 | |
| Soggetto topico: | College prose - Evaluation |
| Report writing - Evaluation | |
| Grading and marking (Students) | |
| English language - Rhetoric - Study and teaching | |
| Note generali: | Description based upon print version of record. |
| Nota di bibliografia: | Includes bibliographical references (p. [195]-212) and index. |
| Nota di contenuto: | (Re) articulating writing assessment -- Writing assessment as a field of study -- Assessing, grading, testing and teaching writing -- Toward a new theory for writing assessment -- Reading like a teacher -- Writing assessment as technology and research -- Writing assessment practice. |
| Sommario/riassunto: | Brian Huot's aim for this book is both ambitious and provocative. He wants to reorient composition studies' view of writing assessment. To accomplish this, he not only has to inspire the field to perceive assessment--generally not the most appreciated area of study--as deeply significant to theory and pedagogy, he also has to counter some common misconceptions about the history of assessment in writing. 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. As |
| Titolo autorizzato: | Rearticulating Writing Assessment for Teaching and Learning |
| ISBN: | 1-283-26694-6 |
| 9786613266941 | |
| 0-87421-470-X | |
| Formato: | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione: | Inglese |
| Record Nr.: | 9910213817103321 |
| Lo trovi qui: | Univ. Federico II |
| Opac: | Controlla la disponibilità qui |