Assembling the essential research for any writing instructor, Assessing Writing helps you understand and implement effective large-scale writing assessment.

Assessing Writing: A Critical Sourcebook

Reference

O'Neill, Peggy

Huot, Brian

Writing, Research & Publishing Guides

Bedford/St.Martin's

From Mavis Lorenz, septugenarian big-game hunter, to fly-casting expert Lori Ann Murphy, to Susan Eckert, founder of AdventureWomen--the women in this book are not only great outdoorswomen, they are women who blazed their own trails in activities formerly dominated by men.

Equal Play: Stories of Women Who Dare

Biographies & Memoirs

Community & Culture

Falcon Pr Pub Co

One of the first collections to focus on independent writing programs, A Field of Dreams offers a complex picture of the experience of the stand-alone. Included here are narratives of individual programs from a wide range of institutions, exploring such issues as what institutional issues led to their independence, how independence solved or created administrative problems, how it changed the culture of the writing program and faculty sense of purpose, success, or failure. Further chapters build larger ideas about the advantages and disadvantages of stand-alone status, covering labor issues, promotion/tenure issues, institutional politics, and others. A retrospective on the famous controversy at Minnesota is included, along with a look at the long-established independent programs at Harvard and Syracuse. Finally, the book considers disciplinary questions raised by the growth of stand-alone programs. Authors here respond with critique and reflection to ideas raised by other chapters—do current independent models inadvertently diminish the influence of rhetoric and composition scholarship? Do they tend to ignore the outward movement of literacy toward technology? Can they be structured to enhance interdisciplinary or writing-across-the-curriculum efforts? Can independent programs play a more influential role in the university than they do from the English department?

Field Of Dreams

Words, Language & Grammar

Utah State University Press

While most English professionals feel comfortable with language and literacy theories, assessment theories seem more alien. English professionals often don’t have a clear understanding of the key concepts in educational measurement, such as validity and reliability, nor do they understand the statistical formulas associated with psychometrics. But understanding assessment theory—and applying it—by those who are not psychometricians is critical in developing useful, ethical assessments in college writing programs, and in interpreting and using assessment results. A Guide to College Writing Assessment is designed as an introduction and source book for WPAs, department chairs, teachers, and administrators. Always cognizant of the critical components of particular teaching contexts, O’Neill, Moore, and Huot have written sophisticated but accessible chapters on the history, theory, application and background of writing assessment, and they offer a dozen appendices of practical samples and models for a range of common assessment needs. Because there are numerous resources available to assist faculty in assessing the writing of individual students in particular classrooms, A Guide to College Writing Assessment focuses on approaches to the kinds of assessment that typically happen outside of individual classrooms: placement evaluation, exit examination, programmatic assessment, and faculty evaluation. Most of all, the argument of this book is that creating the conditions for meaningful college writing assessment hinges not only on understanding the history and theories informing assessment practice, but also on composition programs availing themselves of the full range of available assessment practices.

Guide to College Writing Assessment

Moore, Cindy

Adler-Kassner and O'Neill show writing faculty and administrators how to frame discussions of writing assessment so that they accurately represent research-based practices, and promote assessments that are valid, reliable, and discipline-appropriate. Public discourse about writing instruction is currently driven by ideas of what instructors and programs “need to do,” “should do,” or “are not doing,” and is based on poorly informed concepts of correctness and unfounded claims about a broad decline in educational quality. This discussion needs to be reframed, say Adler-Kassner and O'Neill, to help policymakers understand that the purpose of writing instruction is to help students develop critical thinking, reading, and writing strategies that will form the foundation for their future educations, professional careers, and civic engagement. Reframing Writing Assessment to Improve Teaching and Learning is grounded in the best of writing assessment research, and focuses on how to communicate it effectively to publics beyond academe.

Reframing Writing Assessment to Improve Teaching and Learning

Adler-Kassner, Linda

3'8" tall author, Peggy O'Neill, proclaims,"The discovery of my life is this: outer statute does not dictate happiness. INNER stature does!" WALKING TALL features practical guidance, inspirational stories, and life-changing exercises that help you: * Express more courage confidence &amp; compassion * Love who you are and celebrate your uniqueness * Find the gifts within your challenges * Make healthy choices * Expand your sense of joy and contentment

Walking Tall: Overcoming Inner Smallness, No Matter What Size You Are

Teen & Young Adult

Small Miracles Press

Assessing Writing to Support Learning

In this book, authors Murphy and O’Neill propose a new way forward, moving away from high-stakes, test-based writing assessment and the curriculum it generates and toward an approach to assessment that centers on student learning and success. Reviewing the landscape of writing assessment and existing research-based theories on writing, the authors demonstrate how a test-based approach to accountability and current practices have undermined effective teaching and learning of writing. This book bridges the gap between real-world writing that takes place in schools, college, and careers and the writing that students are asked to do in standardized writing assessments to offer a new ecological approach to writing assessment. 
Murphy and O’Neill’s new way forward turns accountability inside out to help teachers understand the role of formative assessments and assessment as inquiry. It also brings the outside in, by bridging the gap between authentic writing and writing assessment. Through these two strands, readers learn how assessment systems can be restructured to become better aligned with contemporary understandings of writing and with best practices in teaching. With examples of assessments from elementary school through college, chapters include guidance on designing assessments to address multiple kinds of writing, integrate reading with writing, and incorporate digital technology and multimodality. Emphasizing the central role that teachers play in systemic reform, the authors offer sample assessments developed with intensive teacher involvement that support learning and provide information for the evaluation of programs and schools. 
This book is an essential resource for graduate students, instructors, scholars and policymakers in writing assessment, composition, and English education.

Murphy, Sandra

English as a Second Language

Routledge

In this book, authors Murphy and O'Neill propose a new way forward, moving away from high-stakes, test-based writing assessment and the curriculum it generates and toward an approach to assessment that centers on student learning and success. Reviewing the landscape of writing assessment and existing research-based theories on writing, the authors demonstrate how a test-based approach to accountability and current practices have undermined effective teaching and learning of writing. This book bridges the gap between real-world writing that takes place in schools, college, and careers and the writing that students are asked to do in standardized writing assessments to offer a new ecological approach to writing assessment. Murphy and O'Neill's new way forward turns accountability inside out to help teachers understand the role of formative assessments and assessment as inquiry. It also brings the outside in, by bridging the gap between authentic writing and writing assessment. Through these two strands, readers learn how assessment systems can be restructured to become better aligned with contemporary understandings of writing and with best practices in teaching. With examples of assessments from elementary school through college, chapters include guidance on designing assessments to address multiple kinds of writing, integrate reading with writing, and incorporate digital technology and multimodality. Emphasizing the central role that teachers play in systemic reform, the authors offer sample assessments developed with intensive teacher involvement that support learning and provide information for the evaluation of programs and schools. This book is an essential resource for graduate students, instructors, scholars and policymakers in writing assessment, composition, and English education.

See the best price to sell, buy, or rent books by O'Neill, Peggy. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by O'Neill, Peggy

See the best price to sell, buy, or rent books by O'Neill, Peggy. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Assessing Writing: A Critical Sourcebook

Equal Play: Stories of Women Who Dare

Field Of Dreams

Guide to College Writing Assessment

Reframing Writing Assessment to Improve Teaching and Learning

Walking Tall: Overcoming Inner Smallness, No Matter What Size You Are

Assessing Writing to Support Learning

Assessing Writing to Support Learning