writing theories and assessments - 0 views

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  #1 Bill Xiong on 05 Mar 12

   

  This study examined the similarities and differences of theories, writing theories, and also writing assessments. Writing theories helped influence writing practices for students and as well as how assessments were made. Kaestle (1991): Literacy is all around us and is immensely important, but measuring and assessing its meaning are hard and tracing its progress in earlier decades is even harder. Because literacy has a cultural as well as an economic dimension, personal as well as collective importance, psychological as well as social meanings, the theoretical insights that might help historians grapple with this unwieldy subject are scattered and diverse as the sources themselves (p. xiv)
  There are two types of theories such as test score and scaling. Test score was more on how a student performed and scaling focused more on where the student stood in comparison was their class. The writing theories included form, idea and content, and sociocultural context. These theories led to one another in a continuous cycle. They were all influenced by one another and had not ending. Analyzing the historical context of how an when writing assessments also gave researchers an insight of how certain writing theories came to be. One of the more recent and dominant theories was on psycho analysis. This type studied on what and how a student thought about topics on a cognitive level as opposed to simply remembering facts and being able to repeat them. Our findings emphasize "the need for writing assessments to be consistent with contemporary theories about language learning, literacy, educational measurement as well as the histories out of which these theories evolved" (Moore, O'Neill, & Huot, 2009, p. 110).
  
  
  http://www.sciencedirect.com.mantis.csuchico.edu/science/article/pii/S1075293511000183

   

  <div class="cArrow"> </div><div class="cContentInner">This study examined the similarities and differences of theories, writing theories, and also writing assessments. Writing theories helped influence writing practices for students and as well as how assessments were made. Kaestle (1991): Literacy is all around us and is immensely important, but measuring and assessing its meaning are hard and tracing its progress in earlier decades is even harder. Because literacy has a cultural as well as an economic dimension, personal as well as collective importance, psychological as well as social meanings, the theoretical insights that might help historians grapple with this unwieldy subject are scattered and diverse as the sources themselves (p. xiv) <br /> There are two types of theories such as test score and scaling. Test score was more on how a student performed and scaling focused more on where the student stood in comparison was their class. The writing theories included form, idea and content, and sociocultural context. These theories led to one another in a continuous cycle. They were all influenced by one another and had not ending. Analyzing the historical context of how an when writing assessments also gave researchers an insight of how certain writing theories came to be. One of the more recent and dominant theories was on psycho analysis. This type studied on what and how a student thought about topics on a cognitive level as opposed to simply remembering facts and being able to repeat them. Our findings emphasize "the need for writing assessments to be consistent with contemporary theories about language learning, literacy, educational measurement as well as the histories out of which these theories evolved" (Moore, O'Neill, & Huot, 2009, p. 110). <br /> <br /> <br /> <a href="http://www.sciencedirect.com.mantis.csuchico.edu/science/article/pii/S1075293511000183" rel="nofollow" target="_blank">http://www.sciencedirect.com.mantis.csuchico.edu/science/article/pii/S1075293511000183</a></div>

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