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Utah State University Press

Permanent URI for this collectionhttps://hdl.handle.net/10217/169837

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Browsing Utah State University Press by Subject "Academic writing -- Study and teaching (Higher) -- Evaluation"

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    Failing sideways: queer possibilities for writing assessment
    (Colorado State University. Libraries, 2023) West-Puckett, Stephanie, author; Caswell, Nicole I., author; Banks, William P., author; Utah State University Press, publisher
    Failing Sideways situates assessment among the overlaps of writing studies, educational measurement, and queer rhetorics to value and represent the research, theory, and practice of assessment, while simultaneously valuing the ways assessment has been experienced by different stakeholders, most importantly students and teachers.--Provided by publisher.
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    Very like a whale: the assessment of writing programs
    (Colorado State University. Libraries, 2015) Peckham, Irvin, author; White, Edward M., author; Elliot, Norbert, author; Utah State University Press, publisher
    Written for those who design, redesign, and assess writing programs, Very Like a Whale is an intensive discussion of writing program assessment issues. Taking its title from Hamlet, the book explores the multifaceted forces that shape writing programs and the central role these programs can and should play in defining college education. Given the new era of assessment in higher education, writing programs must provide valid evidence that they are serving students, instructors, administrators, alumni, accreditors, and policymakers. This book introduces new conceptualizations associated with assessment, making them clear and available to those in the profession of rhetoric and composition/writing studies. It also offers strategies that aid in gathering information about the relative success of a writing program in achieving its identified goals. Philosophically and historically aligned with quantitative approaches, White, Elliot, and Peckham use case study and best-practice scholarship to demonstrate the applicability of their innovative approach, termed Design for Assessment (DFA). Well grounded in assessment theory, Very Like a Whale will be of practical use to new and seasoned writing program administrators alike, as well as to any educator involved with the accreditation process.--Provided by publisher.