Assessment and collaborative writing: Conflict to complement
One of the fundamental problems facing writing instructors who use collaboration is that traditional assessment measures, such as in-class essay exams, undermine rather than support such writing activities that are rooted in social construction theory. While the use of collaboration in writing class...
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| Format: | Others |
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CSUSB ScholarWorks
1997
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| Online Access: | https://scholarworks.lib.csusb.edu/etd-project/1320 https://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=2320&context=etd-project |
| Summary: | One of the fundamental problems facing writing instructors who use collaboration is that traditional assessment measures, such as in-class essay exams, undermine rather than support such writing activities that are rooted in social construction theory. While the use of collaboration in writing classrooms continues to grow, the field of assessment remains virtually silent about the compatibility of traditional assessment methods with collaborative writing tasks such as group work and peer review. This thesis discusses social construction and assessment theories, their relation to collaboration, and the current role of both in writing classrooms. |
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