View in EDS

“We Don’t Teach to the MCAS” : Contextualizing Standardized Testing within College Writing Development.

Saved in:
Bibliographic Details
Title: “We Don’t Teach to the MCAS” : Contextualizing Standardized Testing within College Writing Development.
Authors: Levine, Jeremy1
Source: College English. Mar2025, Vol. 87 Issue 3, p342-368. 27p.
Subject Terms: *Standardized tests, *Course organization (Education), *Teaching methods, *Written communication, *Social norms, *Psychology of students, *Comparative studies, *Academic discourse
Geographic Terms: Boston (Mass.)
Abstract: The article examines the impact of standardized testing and the broader educational structure on college writing development, arguing that the fundamental organization of schooling, rather than testing itself, constrains students' writing experiences. Through a comparative case study of three students from Massachusetts, the author highlights how students perceive their high school writing as rule-bound and focused on grades, which affects their writing strategies in college. The findings suggest that even in college environments that aim to foster creativity and exploration, students often revert to familiar, restrictive writing practices shaped by their prior schooling experiences. The article calls for a deeper understanding of how the "grammar of schooling" influences writing development and emphasizes the need for college instructors to engage students in discussions about these influences to promote more effective writing practices. [Extracted from the article]
Copyright of College English is the property of National Council of Teachers of English and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 188813530
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: “We Don’t Teach to the MCAS” : Contextualizing Standardized Testing within College Writing Development.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Levine%2C+Jeremy%22">Levine, Jeremy</searchLink><relatesTo>1</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22College+English%22">College English</searchLink>. Mar2025, Vol. 87 Issue 3, p342-368. 27p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Standardized+tests%22">Standardized tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Course+organization+%28Education%29%22">Course organization (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Written+communication%22">Written communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+norms%22">Social norms</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Boston+%28Mass%2E%29%22">Boston (Mass.)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The article examines the impact of standardized testing and the broader educational structure on college writing development, arguing that the fundamental organization of schooling, rather than testing itself, constrains students' writing experiences. Through a comparative case study of three students from Massachusetts, the author highlights how students perceive their high school writing as rule-bound and focused on grades, which affects their writing strategies in college. The findings suggest that even in college environments that aim to foster creativity and exploration, students often revert to familiar, restrictive writing practices shaped by their prior schooling experiences. The article calls for a deeper understanding of how the "grammar of schooling" influences writing development and emphasizes the need for college instructors to engage students in discussions about these influences to promote more effective writing practices. [Extracted from the article]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of College English is the property of National Council of Teachers of English and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188813530
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.58680/ce2025873342
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
        StartPage: 342
    Subjects:
      – SubjectFull: Standardized tests
        Type: general
      – SubjectFull: Course organization (Education)
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Written communication
        Type: general
      – SubjectFull: Social norms
        Type: general
      – SubjectFull: Psychology of students
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Academic discourse
        Type: general
      – SubjectFull: Boston (Mass.)
        Type: general
    Titles:
      – TitleFull: “We Don’t Teach to the MCAS” : Contextualizing Standardized Testing within College Writing Development.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Levine, Jeremy
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Text: Mar2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 00100994
          Numbering:
            – Type: volume
              Value: 87
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: College English
              Type: main
ResultId 1