Table of Content
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Front Matter
Foreword, Kathleen Blake Yancey and Brian Huot
DOI: 10.37514/PER-B.2024.2166.1.2
Introduction to Volume 1, Technical and Political Contexts, Diane Kelly-Riley, Ti Macklin, and Carl Whithaus
DOI: 10.37514/PER-B.2024.2166.1.3
Part 1. Technical Issues in the Assessment of Writing: Reliability and Validity
Retrospective. From Isolation to Integration: Technical Issues in the Assessment of Writing, David H. Slomp
DOI: 10.37514/PER-B.2024.2166.2.21
Chapter 1. Reframing Reliability for Writing Assessment, Peggy O’Neill
DOI: 10.37514/PER-B.2024.2166.2.01
Chapter 2. Validity Inquiry of Race and Shared Evaluation Practices in a Large-Scale, University-Wide Writing Portfolio Assessment, Diane Kelly-Riley
DOI: 10.37514/PER-B.2024.2166.2.02
Chapter 3. Three Interpretative Frameworks: Assessment of English Language Arts-Writing in the Common Core State Standards Initiative, Norbert Elliot, Andre A. Rupp, and David M. Williamson
DOI: 10.37514/PER-B.2024.2166.2.03
Part 2. Politics and Public Policy of Large-Scale Writing Assessment
Retrospective. The Politics and Public Policy of Large-Scale Writing Assessment, Carolyn Calhoon-Dillahunt
DOI: 10.37514/PER-B.2024.2166.2.22
Chapter 4. The Misuse of Writing Assessment for Political Purposes, Edward M. White
DOI: 10.37514/PER-B.2024.2166.2.04
Chapter 5. Issues in Large-Scale Writing Assessment: Perspectives from the National Assessment of Educational Progress, Arthur N. Applebee
DOI: 10.37514/PER-B.2024.2166.2.05
Chapter 6. The Micropolitics of Pathways: Teacher Education, Writing Assessment, and the Common Core, J. W. Hammond and Merideth Garcia
DOI: 10.37514/PER-B.2024.2166.2.06
Chapter 7. Writing Assessment, Placement, and the Two-Year College, Christie Toth, Jessica Nastal, Holly Hassel, and Joanne Baird Giordano
DOI: 10.37514/PER-B.2024.2166.2.07
Part 3. Implications of Automated Scoring of Writing
Retrospective. Implications of Automated Scoring of Writing, Laura Aull
DOI: 10.37514/PER-B.2024.2166.2.23
Chapter 8. Validity of Automated Scoring: Prologue for a Continuing Discussion of Machine Scoring Student Writing, Michael Williamson
DOI: 10.37514/PER-B.2024.2166.2.08
Chapter 9. Critique of Mark D. Shermis and Ben Hamner, “Contrasting State-of-the-Art Automated Scoring of Essays: Analysis,” Les C. Perelman
DOI: 10.37514/PER-B.2024.2166.2.09
Chapter 10. Globalizing Plagiarism and Writing Assessment: A Case Study of Turnitin, Jordan Canzonetta and Vani Kannan
DOI: 10.37514/PER-B.2024.2166.2.10
Editors and Retrospective Contributors
About the Editors
Diane Kelly-Riley is Professor of English and Vice Provost for Faculty at the University of Idaho. She studies writing assessment theory and practice, validity theory, race and writing assessment, public humanities and multimodal composition. She was editor of the Journal of Writing Assessment from 2011-2022. She published Improving Outcomes: Disciplinary Writing, Local Assessment and the Aim of Fairness with Norbert Elliot (MLA, 2021).
Ti Macklin is the Director of First-Year Writing at Boise State University where she teaches courses in composition and rhetoric. Her research interests lie largely in First-Year Writing and writing assessment with a particular focus on assessment at the individual, classroom, and programmatic levels. Her most recent work examines the experiences of graduate and undergraduate students in first-year writing. She served on the editorial staff of the Journal of Writing Assessment for nine years.
Carl Whithaus is Professor of Writing and Rhetoric at the University of California, Davis. He studies the impact of information technology on literacy practices, writing assessment, and writing in the sciences and engineering. His books include Multimodal Literacies and Emerging Genres (University of Pittsburgh Press, 2013), Writing Across Distances and Disciplines: Research and Pedagogy in Distributed Learning (Routledge, 2008) and Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing (Erlbaum, 2005).
Perspectives on Writing
Series Editors: Rich Rice, Texas Tech University, and J. Michael Rifenburg, University of North Georgia
This book is available in whole and in part in Adobe’s Portable Document Format (PDF). It is also available in a low-cost print edition from our publishing partner, the University Press of Colorado.
Copyright © 2024 Diane Kelly-Riley, Ti Macklin, and Carl Whithaus and the authors of individual parts of this book. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 328 pages, with notes, figures, and bibliographies. This book is also available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in digital format for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website. For permission requests and other questions, such as creating a translation, please contact the copyright holder.
The editors and authors in this edited collection, available in two volumes, consider the increasing importance of students’ and teachers’ lived experiences within the development and use of writing assessments. Presenting key work published in The Journal of Writing Assessment since its founding in 2003, the collection explores five major themes: technical psychometric issues; politics and public policies shaping large scale writing assessments; automated scoring of writing; fairness; and the lived experiences of humans involved in assessment ecologies. The books also provide reflections from leading writing assessment scholars who examine how these themes continue to shape current and future directions in writing assessment.