Evaluative Misalignment of Students' Writing Assessment Criteria: Hypothesized Consequences and Causes

• In Event: Poster Session 2
  In Poster Session: Literacy Instruction

Abstract

Evaluative misalignment occurs when the assessment criteria employed by student writers differ substantively from those of their audience (e.g., teachers and peers) or normative expectations. In this conceptual paper, we consider the impact of evaluative misalignment on writing outcomes and summarize four potential causes related to writing knowledge, metacognition, motivation, and beliefs. We hypothesize that writers’ cognitive, metacognitive, and motivational profile may guide their selection and implementation of assessment criteria, which then affects how well students write and respond to feedback. Future research on evaluative misalignment may yield insights for both theoretical models of writing and practical enhancements of writing instruction and intervention.

Authors

• Rod D. Roscoe, Arizona State University Polytechnic

• Laura K. Allen, Arizona State University

• Melissa Patchan, Georgia State University