Coming To Terms A Theory of Writing Assessment【電子書籍】[ Patricia Lynne ]

＜p＞In a provocative book-length essay, Patricia Lynne argues that most programmatic assessment of student writing in U.S. public and higher education is conceived in the terms of mid-20th century positivism. Since composition as a field had found its most compatible home in constructivism, she asks, why do compositionists import a conceptual frame for assessment that is incompatible with composition theory?＜/p＞ ＜p＞By casting this as a clash of paradigms, Lynne is able to highlight the ways in which each theory can and cannot influence the shape of assessment within composition. She laments, as do many in composition, that the objectively oriented paradigm of educational assessment theory subjugates and discounts the very social constructionist principles that empower composition pedagogy. Further, Lynne criticizes recent practice for accommodating the big business of educational testingーespecially for capitulating to the discourse of positivism embedded in terms like "validity" and "re．．．楽天市場のショップで商品詳細の続きを見る