Mitigating the Dangers of a Single Story: Creating Large-Scale Writing Assessments Aligned with Sociocultural Theory

Autor/in	Behizadeh, Nadia
Titel	Mitigating the Dangers of a Single Story: Creating Large-Scale Writing Assessments Aligned with Sociocultural Theory
Quelle	In: Educational Researcher, 43 (2014) 3, S.125-136 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X14529604
Schlagwörter	Writing Instruction; Writing Evaluation; Kindergarten; Elementary Secondary Education; Construct Validity; Reliability; Culturally Relevant Education; Portfolio Assessment; English Instruction; Theory Practice Relationship; Social Theories; Comparative Analysis; Performance Based Assessment; North American English; Nonstandard Dialects; Native Language + Suchen Sie Ihr Suchwort? Schreibunterricht; Reliabilität; Portfoliobeurteilung; English langauage lessons; Englischunterricht; Theorie-Praxis-Beziehung; Gesellschaftstheorie; Leistungsermittlung; Amerikanisches Englisch
Abstract	The dangers of a single story in current U.S. large-scale writing assessment are that assessment practice does not align with theory and this practice has negative effects on instruction and students. In this article, I analyze the connections or lack of connections among writing theory, writing assessment, and writing instruction, critique the construct and consequential validity of direct writing assessment and portfolio assessment, and reframe reliability as local consensus among experts. A new vision of large-scale sociocultural writing portfolios in K-12 education is offered that builds on the practices of past large-scale portfolio assessment but also encourages students to write in multiple languages/dialects and modes for multiple purposes. Another key feature of sociocultural portfolios is that students are encouraged to write for impact. These additional components will mitigate the dangers of a single story by ensuring that (a) assessment practice matches sociocultural writing theory, resulting in high construct validity, and (b) teachers are encouraged to utilize culturally sustaining pedagogy, resulting in high consequential validity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10