Huot, Brian. (Re)Articulating Writing Assessment for Teaching and Learning. Logan, Utah: Utah State UP, 2002.
Assessment needs to be rearticulated by composition and rhetoric scholars as an important, necessary part of writing scholarship and teaching. Huot addresses assessment in a different way in each chapter (highlighting its connection to student response, teaching students self-assessment, need to create a field of writing assessment, and a history of writing assessment practices), but all of his studies and discussion point to central principles for his new theory and practice of writing assessment. Assessment must be site-based, locally controlled, context-sensitive, rhetorically-based, and accessible (to students, public, teachers, adminstrators.) Composition and rhetoric scholars and teachers are doing themselves no favors by abdicating assessment to education or to self-appointed writing assessment specialists; assessment is an issue that must be taken up by every WPA and teacher.
“Instead of envisioning assessment as a way to enforce certain culturally positioned standards and refuse entrance to certain people and groups of people, we need to use our assessments to aid the learning environment for both teachers and students” (8).
“People who write well have hte ability to assess their own writing, and if we are to teach students to write successfully, then we have to teach them to assess their own writing” (10)
assessment is articulating what we value; it marks our identities as teachers, programs, and a field; how do our judgments get articulated into our assessments?
Chapter 2 – need to connect comp/rhet with K-12 assessment to create a writing assessment subfield, pooling knowledge and methods, talk about validity
Chapter 3 – need to teach students how to assess their own writing; writing as reflective judgment; use portfolios to full advantage
Chapter 4 – history of assessment practices
Chapter 5 – teacher response to student writing (draw on Phelps) and the contraint inherent in the act of reading
Chapter 6 – writing assessment is treated like a technology. It needs to be reimagined as research. This changes the role and activity of the assessors (151)
Chapter 7 – the practice of writing assessment needs to be reflective, conscious, theoretical, and instructive. Assessment can be social action, something that the field claims again, led by WPAs and teachers. (175)
movement away from objective rubric-like assessments, more based on community questions, inquiry, research, and practice
technocentric argument (Hawshier) – the tool of the assessment should not drive the practice