This book won the 2014 CCCC (Conference on College Composition and Communication) Outstanding Book Award – Edited Collection
Race and Writing Assessment brings together established and up-and-coming scholars in composition studies to explore how writing assessments needs to change in order to account for the increasing diversity of students in college classrooms today. Contributors identify where we have ignored race in our writing assessment approaches and explore issues related to assessment technologies, faculty and student responses to assessment, institutional responses to writing assessment, and context for assessing writing beyond composition programs.
Balancing practical advice and theoretical discussions,
Race and Writing Assessment provides a variety of models, frameworks, and research methods to consider writing assessment approaches that are sensitive to the linguistic and cultural identities that diverse students bring to writing classrooms. This book illustrates that this is no one-size-fits-all model for addressing diversity in assessment practice but that assessment practices attuned to racial diversity must be rooted in the contexts in which they are found. In doing so,
Race and Writing Assessment enriches contemporary research on contextualized approaches to writing assessment.
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2012. 230 pp.
Contents: Chris M. Anson: Black Holes: Writing Across the Curriculum, Assessment, and the Gravitational Invisibility of Race
– Diane Kelly-Riley: Getting Off the Boat and onto the Bank: Exploring the Validity of Shared Evaluation Methods for Students
of Color in College Writing Assessment – Anne Herrington/Sarah Stanley: CriterionSM: Promoting the Standard
– Valerie Balester: How Writing Rubrics Fail: Toward a Multicltural Model – Asao B. Inoue: Grading Contracts: Assessing Their
Esffectiveness on Different Racial Formations – Sandra L. Jordan: Students’ Right, African American English, and Writing
Assessment: Considering the HBCU – Judy Fowler/Robert Ochsner: Evaluating Essays Across Institutional Boundaries: Teacher
Attitudes Toward Dialect, Race, and Writing – Nicholas Behm/Keith D. Miller: Challenging the Frameworks of Color-blind Racism:
Why We Need a Fourth Wave of Writing Assessment Scholarship – Rachel Lewis Ketai: Race, Remediation, and Readiness: Reassessing
the «Self» in Directed Self-Placement – Anthony Lioi/Nicole M. Merola: The Muse of Difference: Race and Writing Placement
at Two Elite Art Schools – Kethleen Blake Yancey: College Admissions and the Insight Resume: Writing, Reflection, and Students’
Lived Curriculum as a Site of Equitable Assessment – Élisabeth Bautier/Christiane Donahue: Assessment in the French Context:
Language Socialization, Socioeconomic Status, and the Implications of the Programme for International Student Assessment.