Assessing Basic Writers: Perceptions, Expectations, and Agency. Occasional Paper No. 56
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| Title: | Assessing Basic Writers: Perceptions, Expectations, and Agency. Occasional Paper No. 56 |
|---|---|
| Language: | English |
| Authors: | Wood, Susan, National Institute for Learning Outcomes Assessment |
| Source: | National Institute for Learning Outcomes Assessment. 2021. |
| Availability: | National Institute for Learning Outcomes Assessment. 340 Education Building MC 708, 1310 South Sixth Street, Champaign, IL 61820. Tel: 217-244-2155; Fax: 217-244-5632; Web site: http://www.learningoutcomeassessment.org |
| Peer Reviewed: | N |
| Page Count: | 12 |
| Publication Date: | 2021 |
| Document Type: | Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Writing Evaluation, Basic Writing, College Students, Writing Attitudes, Self Evaluation (Individuals), Writing Processes, Curriculum Design, Distance Education, Teacher Student Relationship |
| Abstract: | If assessment is about improving learning and facilitating better teaching through research and helping students learn what higher education purports to value, then the often-invisible institutional barriers that do not always embrace the ways in which classroom assessment can teach an institution about student learning within individual courses--and even individual sections of courses--need to be examined. This occasional paper focuses upon connections between institution-level and classroom practice as related to basic writers and basic writers' perceptions of agency, assessment, and their own writing. While faculty in higher education consistently lament inadequate student writing, this paper explores whether students are even aware that their writing is an issue. The paper explores if institutions would benefit from asking students what they understand of and think about the ways in which their writing is assessed, or if they are even aware that their writing is being measured against a set of criteria or learning outcomes. In other words, should composition specialists engage with students to better understand their perceptions of how their writing is assessed? And would this sort of investigation be a productive means to help students succeed? By asking a group of basic writing students what they thought and how they felt about the ways in which their writing was evaluated, the paper explores student agency in the writing process and argues that instructors will need to design their courses--including those that use remote teaching technologies--in ways that strengthen individualized student-to-teacher interaction and see students as individuals with unique strengths, challenges, and perceptions. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | ED618920 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED618920 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED618920 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Assessing Basic Writers: Perceptions, Expectations, and Agency. Occasional Paper No. 56 – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wood%2C+Susan%22">Wood, Susan</searchLink><br /><searchLink fieldCode="AR" term="%22National+Institute+for+Learning+Outcomes+Assessment%22">National Institute for Learning Outcomes Assessment</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22National+Institute+for+Learning+Outcomes+Assessment%22"><i>National Institute for Learning Outcomes Assessment</i></searchLink>. 2021. – Name: Avail Label: Availability Group: Avail Data: National Institute for Learning Outcomes Assessment. 340 Education Building MC 708, 1310 South Sixth Street, Champaign, IL 61820. Tel: 217-244-2155; Fax: 217-244-5632; Web site: http://www.learningoutcomeassessment.org – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 12 – Name: DatePubCY Label: Publication Date Group: Date Data: 2021 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Evaluative – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Basic+Writing%22">Basic Writing</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Attitudes%22">Writing Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Processes%22">Writing Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: If assessment is about improving learning and facilitating better teaching through research and helping students learn what higher education purports to value, then the often-invisible institutional barriers that do not always embrace the ways in which classroom assessment can teach an institution about student learning within individual courses--and even individual sections of courses--need to be examined. This occasional paper focuses upon connections between institution-level and classroom practice as related to basic writers and basic writers' perceptions of agency, assessment, and their own writing. While faculty in higher education consistently lament inadequate student writing, this paper explores whether students are even aware that their writing is an issue. The paper explores if institutions would benefit from asking students what they understand of and think about the ways in which their writing is assessed, or if they are even aware that their writing is being measured against a set of criteria or learning outcomes. In other words, should composition specialists engage with students to better understand their perceptions of how their writing is assessed? And would this sort of investigation be a productive means to help students succeed? By asking a group of basic writing students what they thought and how they felt about the ways in which their writing was evaluated, the paper explores student agency in the writing process and argues that instructors will need to design their courses--including those that use remote teaching technologies--in ways that strengthen individualized student-to-teacher interaction and see students as individuals with unique strengths, challenges, and perceptions. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2022 – Name: AN Label: Accession Number Group: ID Data: ED618920 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED618920 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 12 Subjects: – SubjectFull: Writing Evaluation Type: general – SubjectFull: Basic Writing Type: general – SubjectFull: College Students Type: general – SubjectFull: Writing Attitudes Type: general – SubjectFull: Self Evaluation (Individuals) Type: general – SubjectFull: Writing Processes Type: general – SubjectFull: Curriculum Design Type: general – SubjectFull: Distance Education Type: general – SubjectFull: Teacher Student Relationship Type: general Titles: – TitleFull: Assessing Basic Writers: Perceptions, Expectations, and Agency. Occasional Paper No. 56 Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: National Institute for Learning Outcomes Assessment – PersonEntity: Name: NameFull: Wood, Susan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Type: published Y: 2021 Titles: – TitleFull: National Institute for Learning Outcomes Assessment Type: main |
| ResultId | 1 |
