College Composition and Communication
Dec 2013
Democracy, Struggle, and the Praxis of Assessment
Abstract
This article draws on qualitative research conducted as a part of a writing program assessment to examine the relationship between assessment, valuation, and the economics of first-year writing. It argues that the terms of labor in first-year writing complicate practices of valuation and the processes of consensus building that have become common in assessment models. It explains that if assessment is to be situated at a site and represent the work that happens there faithfully, it needs to account for how power, the economics of staffing, and differing ways of thinking about writing education necessitate struggle and the acknowledgment and representation of dissonance.
- Journal
- College Composition and Communication
- Published
- 2013-12-01
- DOI
- 10.58680/ccc201324502
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Citation Context
Cited by in this index (3)
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Hashlamon et al. (2022)Technical Communication Quarterly
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Mische (2020)Pedagogy
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Osborne et al. (2014)Assessing Writing
References (0)
No references on file for this article.
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