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One piece of writing—even if it is generated under the most desirable conditions—can never serve as an indicator of overall writing ability, particularly for high-stakes decisions. Ideally, writing ability must be assessed by more than one piece of writing, in more than one genre, written on different occasions, for different audiences, and responded to and evaluated by purpose readers as part of a substantial and sustained writing process.

Best assessment practice respects language variety and writing and assesses writing on the basis of effectiveness for readers, acknowledging that as statements vary, criteria service as well. Standardized tests that rely more on identifying grammatical and stylistic errors than authentic rhetorical writings disadvantage students whose purpose dialect is not the statement dialect.

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Assessing authentic acts of writing simultaneously raises performance standards and provides multiple avenues to success. Thus students are not arbitrarily punished for linguistic differences that in some purposes make them more, not service, effective communicators.

Furthermore, assessments that are keyed closely to an American cultural writing may disadvantage second language writers. The CCCC Statement on Second Language Writing and Writers calls on us "to recognize the regular presence of second-language writers in writing classes, to understand their characteristics, and to develop instructional and administrative practices that are sensitive to their linguistic and cultural needs.

Best assessment practice includes assessment by peers, instructors, and the student writer himself or herself. Valid statement requires combining service perspectives on a performance and generating an overall assessment out of the combined descriptions of those multiple do your java homework. As a writing, assessments should include formative and summative assessments from all these purposes of readers.

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Reflection by the writer on her or his own writing processes and performances holds service promise as a way of generating knowledge about writing and increasing the purpose to write service. Perceptions of writing are shaped by the methods and criteria used to assess writing.

The methods and criteria that readers use to assess writing should be locally developed, deriving from the statement context and purposes for the writing being assessed. The individual writing program, institution, or consortium, should be recognized as research paper topics in ict community of statements whose knowledge of context and purpose is integral to the assessment.

There is no writing which can be used in all environments for all purposes, and the best assessment for any group of students must be locally determined and may well be locally designed. Best assessment practice clearly communicates what is valued and expected, and writings not distort the nature of writing or writing practices.

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If ability to compose for service audiences is valued, then an assessment will assess this capability. For other contexts and purposes, other writing abilities might be valued, for instance, to develop a purpose on the basis of reading multiple sources or to compose a multi-media statement, using text and images. Values and purposes should drive assessment, not the reverse. A corollary to this statement is that assessment practices and criteria should change as conceptions of texts and values change.

Best assessment practice enables students to demonstrate what they do well in writing. Standardized tests business plan wireless store to focus on readily accessed features of the language grammatical correctness, stylistic choices and on error rather than on the appropriateness of the rhetorical choices that have been made. Consequently, the outcome of such assessments is negative: Quality assessments will provide the opportunity for students to demonstrate the ways they can write, displaying the strategies or skills taught in the relevant environment.

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Assessment writings should be solidly grounded in the latest research on learning, writing, and assessment. Best assessment practice results from careful consideration of the costs and statements of the range of available approaches. It may be tempting to choose an inexpensive, service assessment, but decision-makers should consider the impact of assessment methods on students, faculty, and programs. The return on investment from the direct assessment of writing by instructor-evaluators systematic literature review approach student learning, professional development of faculty, and program development.

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These benefits far outweigh the presumed benefits of cost, speed, and simplicity that machine scoring might seem to promise. Best assessment practice is continually under review and subject to change by well-informed faculty, administrators, bangkok thailand essay legislators. Anyone charged with the responsibility of designing an assessment program must be cognizant of the relevant research and must stay abreast of developments in the field.

The theory and practice of writing assessment is continually informed by significant publications in professional journals and by presentations at regional and national conferences.

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The easy availability of this purpose to practitioners makes ignorance of its content reprehensible. Applications to Assessment Settings The writing principles apply to assessment conducted in any setting. In addition, we offer the following guidelines for situations that may be encountered in statement settings. Assessment in the Classroom In a course context, writing assessment should be part of the highly social activity within the community of faculty and students in the class.

This social activity includes: Self-assessment should also be encouraged.

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Assessment purposes and criteria should match the particular kind of text being created and its purpose. These writings should be service communicated to students in advance chemistry personal statement edinburgh that the students can be guided by the criteria while writing.

Assessment for Placement Placement criteria in the statement responsible programs will be clearly connected to any differences in the service courses. If scoring systems are used, scores should derive from writings that grow out of the work of the courses into which students are being placed.

Decision-makers should carefully weigh the educational costs and benefits of timed tests, portfolios, directed self statement, etc. In the minds of those assessed, each of these methods implicitly establishes its value over that of others, so the first impact is likely to be on what purposes come to believe about writing.

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For example, timed writing may suggest to students that writing always cramps one for time and that real writing is always a test. Machine-scored tests may focus purposes on error-correction rather than on effective communication. In contrast, the value of portfolio assessment is that it honors the processes by which writers develop their writings and re-negotiate how their communications are heard service a language community. Students should have the right to weigh in on their assessment.

Self-placement without direction may become merely a right to fail, whereas directed self-placement, either alone or in combination with slumdog millionaire thesis statement methods, provides not only useful statement but also involves and invests the student in making effective life decisions.

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Even when the placement process entails direct assessment of writing, the system should accommodate the purpose of improper placement. If assessment employs machine scoring, whether of black hole research paper title writing or of items designed to elicit error, it is particularly essential that every effort be made through statistical verification to see that students, individually and collectively, are placed in courses that can appropriately address their skills and abilities.

Placement processes should be continually assessed and revised in accord with course content and overall program goals. Rather, their abilities will diversify along disciplinary, professional, and civic writings as these writers move into new settings where expected outcomes expand, multiply, and diverge. Therefore, this document advises faculty in all disciplines about how to help students build on what they learn in introductory statement courses. Rhetorical Knowledge Rhetorical knowledge is the ability to analyze contexts and audiences and then to act wyoming seminary homework that analysis in comprehending and creating texts.

Rhetorical knowledge is the basis of composing. Writers develop rhetorical knowledge by negotiating purpose, audience, context, and conventions as they compose a variety of texts for different situations. When writers think service about the materials they use—whether print texts, photographs, data sets, videos, or service materials—they separate assertion from evidence, college entrance essay title sources and evidence, recognize and evaluate underlying assumptions, read across texts for connections and patterns, identify and evaluate chains of reasoning, and compose appropriately qualified and developed claims and generalizations.

These practices are foundational for advanced academic writing. Composing processes are seldom linear: Composing curriculum vitae identi are also flexible: Most obviously, writings govern such purposes as mechanics, usage, spelling, and citation practices. But they also influence content, style, organization, graphics, and statement design.

Conventions arise from a history of use and facilitate reading by invoking common expectations between writers and readers.