All USU Press Publications
Files
Download Full Text (1009 KB)
Abstract
Educators appropriately strive to create "assessment cultures" (Huot 2002) in which they integrate evaluation into teaching and learning and match assessment methods with best instructional practice. But how do teachers and administrators establish the values that underlie their evaluations? Bob Broad's 2003 volume, What We Really Value, introduced dynamic criteria mapping (DCM) as a method for eliciting locally-informed, context-sensitive criteria for writing assessments. The impact of DCM on writing assessment practice is just beginning to emerge as more and more writing departments and programs adopt, adapt, or experiment with DCM approaches. For the authors of Organic Writing Assessment, the DCM experience provided not only an authentic assessment of their own programs, but a nuanced language through which they can converse in the always vexing, potentially divisive realm of assessment theory and practice. Of equal interest are the adaptations that these writers invented for Broad's original process, to make DCM even more responsive to local needs and exigencies. Organic Writing Assessment represents an important step in the evolution of writing assessment in higher education. This volume documents the second generation in an assessment model that is regarded as scrupulously consistent with current theory; it shows the range of DCM's flexibility, and presents an informed discussion of its limits and its potentials.
Document Type
Book
Publisher
Utah State University Press
Publication Date
2009
ISBN
9780874217308
Recommended Citation
Broad, Bob; Adler-Kassner, Linda; Alford, Barry; and Detweiler, Jane, "Organic Writing Assessment: Dynamic Criteria Mapping in Action" (2009). All USU Press Publications. 165.
https://digitalcommons.usu.edu/usupress_pubs/165
Comments
Available as ebook or hard copy from . Additional authors: Heidi Estrem, Susanmarie Harrington, Maureen McBride, Eric Stalions, and Scott Weeden.