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Issues of Writing in Assessment and Feedback
Tue, April 17, 10:35am to 12:05pm, Vancouver Convention Centre, Floor: Second Level, East Room 13Session Submission Type: Symposium
Abstract
The intersection of writing and assessment is one of the most interesting and perhaps least well-understood issues in education. Writing is not only a critical skill that students need to develop, it is also a vehicle through which abilities and achievement in other areas is assessed. Thus it is not only a trait, it is a measurement device used to assess other traits. In this symposium, we explore five vexing issues concerning writing and assessment that range from school administrators’ views on writing feedback to dimensionality of writing ability. Each paper will discuss theoretical and practical implications.
Sub Unit
Chairs
Papers
Perceptions of the Effectiveness of Feedback: The School Administrators’ Perspective - Anastasiya A. Lipnevich, Queens College - CUNY; Jeffrey K. Smith, University of Otago
Practical and Conceptual Issues of Dimensionality in Writing Assessment - Jeffrey K. Smith, University of Otago; David A.G. Berg, University of Otago; Ros Allan, University of Otago; Alison Gilmour, University of Otago
The “Writing Problem” in Assessment - Thomas R. Guskey, University of Kentucky
The influence of writing skills on final-year assessment performance in New Zealand’s National Certificate of Educational Achievement - Michael Johnston, Victoria University of Wellington
Models for Examining Gender Bias in the Marking of Writing Assessments - George Englehard, Emory University