This profile presents New Jersey City University’s Writing Assessment Program from its creation in 2002 to its elimination in 2017. The program arose as an attempt to raise the writing skills of the diverse, first-generation teacher certification candidates in the College of Education. Despite political missteps, the program gained greater administrative support in 2009, and in this second stage, the program capitalized on greater institutional support to use data-driven analysis to inform policy. In 2014, however, New Jersey moved to require the Praxis CORE, and the Writing Assessment Program became obsolete. This profile discusses the many ways in which a locally developed, student-centered, and instruction-driven assessment program can raise student skills and the losses involved in a shift from local to national assessment.

Research Article| April 01 2005 Our Disconnect in Training Teachers Audrey Fisch Audrey Fisch Search for other works by this author on: This Site Google Pedagogy (2005) 5 (2): 309–316. https://doi.org/10.1215/15314200-5-2-309 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Audrey Fisch; Our Disconnect in Training Teachers. Pedagogy 1 April 2005; 5 (2): 309–316. doi: https://doi.org/10.1215/15314200-5-2-309 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.