The Ethical Turn in Writing Assessment: How Far Have We Come, and Where Do We Still Need to Go?
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| Title: | The Ethical Turn in Writing Assessment: How Far Have We Come, and Where Do We Still Need to Go? |
|---|---|
| Language: | English |
| Authors: | Martin East (ORCID |
| Source: | Language Teaching. 2024 57(2):262-273. |
| Availability: | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Grade 12 High Schools Secondary Education |
| Descriptors: | Writing Evaluation, Teaching Experience, Language Teachers, French, German, Foreign Countries, Academic Language, Second Language Instruction, Grade 12, Department Heads, English Instruction, Writing Tests, Teaching Methods, Student Evaluation, Ethics, Evaluation Methods, Educational Environment, Timed Tests |
| Geographic Terms: | United Kingdom, Canada |
| DOI: | 10.1017/S0261444823000034 |
| ISSN: | 0261-4448 1475-3049 |
| Abstract: | Both of us were drawn into the writing assessment field initially through our lived experiences as schoolteachers. We worked in radically different contexts -- Martin was head of a languages department and teacher of French and German in the late 1990s in the UK, and David was a Grade 12 teacher of Academic English in Alberta, Canada, at the turn of the twenty-first century. In both these contexts, the traditional direct test of writing -- referred to, for example, as the 'timed impromptu writing test' (Weigle, 2002, p. 59) or the 'snapshot approach' (Hamp-Lyons & Kroll, 1997, p. 18) -- featured significantly in our practices, albeit in very different ways. This form of writing assessment still holds considerable sway across the globe. For us, however, it provoked early questions and concerns around the consequential and ethical aspects of writing assessment. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1435858 |
| Database: | ERIC |
| Abstract: | Both of us were drawn into the writing assessment field initially through our lived experiences as schoolteachers. We worked in radically different contexts -- Martin was head of a languages department and teacher of French and German in the late 1990s in the UK, and David was a Grade 12 teacher of Academic English in Alberta, Canada, at the turn of the twenty-first century. In both these contexts, the traditional direct test of writing -- referred to, for example, as the 'timed impromptu writing test' (Weigle, 2002, p. 59) or the 'snapshot approach' (Hamp-Lyons & Kroll, 1997, p. 18) -- featured significantly in our practices, albeit in very different ways. This form of writing assessment still holds considerable sway across the globe. For us, however, it provoked early questions and concerns around the consequential and ethical aspects of writing assessment. |
|---|---|
| ISSN: | 0261-4448 1475-3049 |
| DOI: | 10.1017/S0261444823000034 |
