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The current trend toward machine-scoring of student work, Ericsson and Haswell argue, has created an emerging issue with implications for higher education across the disciplines, but with particular importance for those in English departments and in administration. The academic community has been silent on the issue-some would say excluded from it-while the commercial entities who develop essay-scoring software have been very active. Machine Scoring of Student Essays is the first volume to seriously consider the educational mechanisms and consequences of this trend, and it off

Data processing. --- Educational tests and measurements. --- Educational tests and measurements - Data processing. --- English language - Rhetoric - Study and teaching - Evaluation. --- English language. --- Evaluation. --- Grading and marking (Students). --- Grading and marking (Students) - Data processing. --- Report writing. --- Report writing - Study and teaching (Higher) - Evaluation. --- Rhetoric. --- Study and teaching. --- Study and teaching (Higher). --- English language --- Report writing --- Grading and marking (Students) --- Educational tests and measurements --- English Language --- English --- Languages & Literatures --- Evaluation --- Study and teaching --- Rhetoric --- Study and teaching (Higher) --- Data processing --- Graded schools --- Marking (Students) --- Students --- Research paper writing --- Research report writing --- Term paper writing --- Grading and marking --- Examinations --- School reports --- Authorship --- Interpretation --- Rating of --- Germanic languages

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This volume synthesizes and critically analyzes the literature on response to the writing of second language students, and discusses the implications of the research for teaching practice in the areas of written and oral teacher commentary on student writing, error correction, and facilitation of peer response. The book features numerous examples of student texts and teacher commentary, as well as figures and appendices that summarize research findings and present sample lessons and other teaching materials. It is thus simultaneously comprehensive in its approach to the existing resea

English language --- Report writing --- Grading and marking (Students) --- College prose --- Second language acquisition. --- EFL (Language study) --- English as a foreign language --- English as a second language --- English to speakers of other languages --- ESL (Language study) --- ESOL (Language study) --- Teaching English as a second language --- TEFL (Language study) --- TESL (Language study) --- Second language learning --- Language acquisition --- Graded schools --- Marking (Students) --- Students --- Educational tests and measurements --- Examinations --- School reports --- Study and teaching --- Foreign speakers. --- Rhetoric --- Study and teaching. --- Evaluation. --- Foreign students --- Grading and marking --- Interpretation --- Rating of --- Grading and marking (Students). --- Germanic languages

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What We Really Value traces the origins of traditional rubrics within the theoretical and historical circumstances out of which they emerged, then holds rubrics up for critical scrutiny in the context of contemporary developments in the field. As an alternative to the generic character and decontextualized function of scoring guides, he offers dynamic criteria mapping, a form of qualitative inquiry by which writing programs (as well as individual instructors) can portray their rhetorical values with more ethical integrity and more pedagogical utility than rubrics allo

#KVHA:Schrijfvaardigheid; Engels --- #KVHA:Schrijfonderwijs; Engels --- English language --- Report writing --- Grading and marking (Students) --- Rhetoric --- Study and teaching. --- Study and teaching (Higher) --- Ability testing. --- Evaluation. --- Research paper writing --- Research report writing --- Term paper writing --- Graded schools --- Marking (Students) --- Students --- Grading and marking --- Authorship --- Educational tests and measurements --- Examinations --- School reports --- Interpretation --- Rating of --- Germanic languages --- Ability testing --- Rhetoric&delete& --- Study and teaching --- Evaluation

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Reviews the literature on how assessment affects teaching practice and the conditions that moderate that relationship.

Grading and marking (Students) --- Students --- Educational tests and measurements. --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Examinations --- Psychological tests --- Students, Rating of --- Graded schools --- Marking (Students) --- Educational tests and measurements --- School reports --- Rating of. --- Rating of --- Grading and marking --- Interpretation --- Educational evaluation --- School improvement programs -- United States.

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Adler-Kassner and O'Neill show writing faculty and administrators how to frame discussions of writing assessment so that they accurately represent research-based practices, and promote assessments that are valid, reliable, and discipline-appropriate.Public discourse about writing instruction is currently driven by ideas of what instructors and programs "need to do," "should do," or "are not doing," and is based on poorly informed concepts of correctness and unfounded claims about a broad decline in educational quality. This discussion needs to be reframed, say Adler-

College prose --- Report writing --- Grading and marking (Students) --- English language --- Research paper writing --- Research report writing --- Term paper writing --- Authorship --- Graded schools --- Marking (Students) --- Students --- Educational tests and measurements --- Examinations --- School reports --- Evaluation. --- Rhetoric --- Study and teaching. --- Grading and marking --- Interpretation --- Rating of --- Germanic languages