Making Classroom Writing Assessment More Visible, Equitable, and Portable through Digital Badging

College English Nov 2016

Making Classroom Writing Assessment More Visible, Equitable, and Portable through Digital Badging

Stephanie West-Puckett

Abstract

Stephanie West-Puckett argues for open badging as an alternative born-digital assessment paradigm that can, when attendant to critical validity inquiry, promote full participation and more equitable outcomes for students of color and lower income students. Her case study of digital badging in first-year composition demonstrates how students and teachers can negotiate “good writing,” interrupting bias through the co-creation of digital badges that demystify disciplinary knowledge and serve as portable assessment objects that build social capital across contexts.

Journal: College English
Published: 2016-11-01
DOI: 10.58680/ce201628810
Open Access: Closed
Topics: first-year composition assessment qualitative research

Citation Context

Cited by in this index (1)

West-Puckett et al. (2023)

Engaging Assessment Counterstories through a Cultural Rhetorics Framework

College Composition and Communication

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