“We Don’t Teach to the MCAS†: Contextualizing Standardized Testing within College Writing Development.
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| 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] |
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| Database: | Education Research Complete |
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