Basic Writers' Perceptions of Writing Assessment Practices

Autor/in	Wood, Susan A.
Titel	Basic Writers' Perceptions of Writing Assessment Practices
Quelle	(2012), (171 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, New Mexico State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-8630-6
Schlagwörter	Hochschulschrift; Dissertation; Beginning Writing; Community Colleges; Writing Evaluation; Student Attitudes; High Stakes Tests; Writing Tests; Feedback (Response); Stress Variables; Literature Reviews; Mixed Methods Research; Focus Groups; Assignments; Basic Writing; Revision (Written Composition); Writing Improvement; New Mexico + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Erstschreibunterricht; Community college; Community College; Schülerverhalten; Writing test; Schreibtest; Assignment; Auftrag; Zuweisung; Korrektur
Abstract	In order to better understand how to use assessment productively in the basic writing classroom, I asked the question "How do basic writers perceive the assessment process?" The research reported on in this dissertation led to the conclusion that basic writers at Dona Ana Community College perceive and value each part of the assessment process differently. To be specific, students perceive that assessment tools, like a rubric, can provide some helpful information, though these tools can also be confusing because of teacher-centered language. Students did not indicate that high stakes assessments are unduly stressful. They did clearly indicate that getting feedback from teachers is useful in measuring progress and performance. In chapter one I offer a justification for my research question and set the context for conducting research. In chapter two I review the literature on assessing basic writers, which argues that they are marginalized in higher education. I explain my research methods in chapter three and argue for a mixed methods approach to investigating this question. To be specific, I explain that in fall 2011 I observed basic writers four times in two different basic writing classes and conducted four focus groups of these same students. I also surveyed basic writers across 16 sections of the same basic writing course in the spring semester of 2012. In chapter four I present the data and offer an analysis. The data I collected provide one perspective of how students view assessment and what their concerns are. Two important findings are that students want 1) practice assignments used prior to high stakes assessments to mirror the high stakes assessment, and 2) a chance for revision based on teacher feedback in order to improving their writing abilities. I suggest in chapter five, Discussions and Implications, that basic writing programs consider implementing teacher development opportunities to encourage teacher-inquiry and classroom research. Classroom-based research is one way for practitioners to learn how to connect with students and develop relationships based on trust, thus providing direction in giving useful feedback to students. Teacher-inquiry can also provide valuable information about the use of assessment tools, like rubrics, and the need for their constant revision. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2017/4/10