Download Organic Writing Assessment: Dynamic Criteria Mapping in by Bob Broad, Linda Adler-Kassner, Barry Alford, Jane PDF
By Bob Broad, Linda Adler-Kassner, Barry Alford, Jane Detweiler, Heidi Estrem, Susanmarie Harrington, Maureen McBride, Eric Stalions, Scott Weeden
Educators try to create “assessment cultures” within which they combine review into instructing and studying and fit evaluation equipment with top tutorial perform. yet how do academics and directors detect and negotiate the values that underlie their reviews? Bob Broad’s 2003 quantity, What we actually Value, brought dynamic standards mapping (DCM) as a style for eliciting locally-informed, context-sensitive standards for writing checks. The impression of DCM on overview perform is commencing to come to be increasingly more writing departments and courses undertake, adapt, or scan with DCM approaches.
For the authors of Organic Writing Assessment, the DCM event supplied not just an genuine evaluate in their personal courses, yet a nuanced language wherein they could speak within the constantly vexing, probably divisive realm of evaluation concept and perform. Of equivalent curiosity are the variations those writers invented for Broad’s unique technique, to make DCM much more attentive to neighborhood wishes and exigencies.
Organic Writing Assessment represents an enormous step within the evolution of writing evaluation in larger schooling. This quantity files the second one new release of an evaluation version that's considered as scrupulously in keeping with present conception; it indicates DCM’s flexibility, and offers an educated dialogue of its limits and its potentials.
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Extra info for Organic Writing Assessment: Dynamic Criteria Mapping in Action
Sample text
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Michigan has had an exit exam for high school students for a decade, and the students that go to community colleges have not been well served by it. It was important that assessment enrich instruction and not just serve external agencies or provide a “score” that told us little about the real capabilities of the student. ;OL 4PK 4PJOPNHU *VTT\UP[` *VSSLNL 44** L_WLYPLUJL PZ HU PTWVY[HU[ VUL MVY JYP[PJZ VM +*4 [V JVUZPKLY 0[ PZ LHZ` [V YLHK H KLZJYPW[PVU VM +*4 HUK [OPUR ¸^L»K UL]LY OH]L [PTL MVY [OH[¹ VY ¸T` JVSSLHN\LZ ^V\SK UL]LY NV MVY [OH[·[OL`»YL HSYLHK` [VV I\Z`¹ )HYY` HUK OPZ JVSSLHN\LZ Z\NNLZ[ [OH[ +*4 WYV]PKLZ H ^H` WHZ[ [OL IHYYPLY VM [PTL JVUZ[YHPU[Z [OH[ VM[LU MY\Z[YH[LZ PUP[PHS HZZLZZTLU[ LMMVY[Z +*4 WYVJLLKZ MYVT ^OH[ PZ HSYLHK` [OLYL LUJV\YHNPUN MHJ\S[` [V Z[HY[ ^P[O ^OH[ [OL` HYL HSYLHK` KVPUN JYLH[PUN Z[YLUN[OZ MYVT LHJO KLWHY[TLU[ VY WYVNYHT»Z KPZ[PUJ[P]L MLH[\YLZ /HYYPUN[VU HUK >LLKLU Another motivating factor for trying to use DCM was the experience those of use in the writing program had with our portfolio project.
Willingness to use multiple approaches to a problem i. Learning to see conflict as productive ii. Willingness to engage a problem from more than one viewpoint iii. Willingness to see value and credibility in divergent viewpoints iv. Respecting alternative views c. Pattern recognition i. Generalizing ii. Connecting iii. Synthesis iv. Creative patterns d. Using critical reasoning i. Use of sources and evidence ii. Drawing connections and conflicts iii. Creating a ‘third’ space +*4 HZ [OL (ZZLZZTLU[ 7YVNYHT 7 / ( : , ; > 6 !