Chapter 10. Bending the Arc of Writing Assessment Toward Social Justice: Enacting Culturally Responsive Professional Development at Standing Rock

Sassi, Kelly

doi:10.37514/per-b.2018.0155.2.10

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“…Within the literature on socially just and antiracist writing program assessment, scholars have attended to professional development (Sassi, 2020), directed self-placement (Toth, 2020), dual enrollment (Moreland, 2020), program-wide grading contracts (Stuckey et al, 2020) and the assessment of student writing samples Poe & Zhang-Wu, 2020). This article aims to contribute to the last conversation on that list-assessing student writing samples.…”

Section: The Theory Of Antiracist Writing Program Assessmentmentioning

confidence: 99%

Confronting the Ideologies of Assimilation and Neutrality in Writing Program Assessment through Antiracist Dynamic Criteria Mapping

Stewart¹

2022

Journal of Writing Assessment

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This article contributes to conversations about antiracist writing program assessment, with particular attention to the evaluation of first-year writing samples. In an effort to confront the racist ideologies of assimilation and neutrality, I employed a modified version of dynamic criteria mapping (DCM) that involved surveying students, conducting instructor focus groups, and analyzing writing prompts. The triangulated results informed the development of an assessment tool that was used to examine 89 writing samples. The goal of this assessment was not to produce a set of standards that mirror community values but rather to describe what was happening in the writing program and then use that information to facilitate critical reflection on the ways in which classroom practices align with or depart from the programmatic goal of delivering socially just writing instruction. By sharing my own experiences, I hope to help other writing program administrators (WPAs) develop processes for enacting antiracist writing assessment in their own contexts. I also reflect on the ways my procedure did—and did not—achieve its antiracist goals.

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Section: The Theory Of Antiracist Writing Program Assessmentmentioning

confidence: 99%

Confronting the Ideologies of Assimilation and Neutrality in Writing Program Assessment through Antiracist Dynamic Criteria Mapping

Stewart¹

2022

Journal of Writing Assessment

View full text Add to dashboard Cite

show abstract

Chapter 10. Bending the Arc of Writing Assessment Toward Social Justice: Enacting Culturally Responsive Professional Development at Standing Rock

Cited by 1 publication

References 0 publications

Confronting the Ideologies of Assimilation and Neutrality in Writing Program Assessment through Antiracist Dynamic Criteria Mapping

Confronting the Ideologies of Assimilation and Neutrality in Writing Program Assessment through Antiracist Dynamic Criteria Mapping

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