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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 0000-0003-3681-5028), David Slomp
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
FullText Text:
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PubType: Academic Journal
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  Data: The Ethical Turn in Writing Assessment: How Far Have We Come, and Where Do We Still Need to Go?
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  Data: <searchLink fieldCode="AR" term="%22Martin+East%22">Martin East</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3681-5028">0000-0003-3681-5028</externalLink>)<br /><searchLink fieldCode="AR" term="%22David+Slomp%22">David Slomp</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching%22"><i>Language Teaching</i></searchLink>. 2024 57(2):262-273.
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  Data: 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
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  Data: 12
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="EL" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22French%22">French</searchLink><br /><searchLink fieldCode="DE" term="%22German%22">German</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="DE" term="%22Department+Heads%22">Department Heads</searchLink><br /><searchLink fieldCode="DE" term="%22English+Instruction%22">English Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Tests%22">Writing Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Timed+Tests%22">Timed Tests</searchLink>
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  Data: 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.
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  Data: 2024
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      – Text: English
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      – SubjectFull: Writing Evaluation
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Language Teachers
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      – SubjectFull: German
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      – SubjectFull: English Instruction
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      – SubjectFull: Writing Tests
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Ethics
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      – TitleFull: The Ethical Turn in Writing Assessment: How Far Have We Come, and Where Do We Still Need to Go?
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