What English Counts as Writing Assessment? An Australian Move to Mainstream Critical Literacy
Author(s)
Wyatt-Smith, Claire
Murphy, Judy
Griffith University Author(s)
Year published
2001
Metadata
Show full item recordAbstract
This article focuses on the demands of assessment tasks to address the question: What is entailed in becoming recognised as an accomplished student-writer? In taking up this focus, the writers use authentic samples to show how tasks for assessing writing can be read as instantiations of particular approaches to English education. They investigate how the tasks inevitably draw on cultural knowledges as a primary resource and raise the issue of what is involved when writing assessment moves away, as it is doing in some Australian schools, from concerns with personal voice and individual growth to a socially critical, ...
View more >This article focuses on the demands of assessment tasks to address the question: What is entailed in becoming recognised as an accomplished student-writer? In taking up this focus, the writers use authentic samples to show how tasks for assessing writing can be read as instantiations of particular approaches to English education. They investigate how the tasks inevitably draw on cultural knowledges as a primary resource and raise the issue of what is involved when writing assessment moves away, as it is doing in some Australian schools, from concerns with personal voice and individual growth to a socially critical, discourse-oriented approach.
View less >
View more >This article focuses on the demands of assessment tasks to address the question: What is entailed in becoming recognised as an accomplished student-writer? In taking up this focus, the writers use authentic samples to show how tasks for assessing writing can be read as instantiations of particular approaches to English education. They investigate how the tasks inevitably draw on cultural knowledges as a primary resource and raise the issue of what is involved when writing assessment moves away, as it is doing in some Australian schools, from concerns with personal voice and individual growth to a socially critical, discourse-oriented approach.
View less >
Journal Title
English in Education
Volume
35
Issue
1
Copyright Statement
© 2001 National Association for the Teaching of English. Please refer to the journal's website for access to the definitive, published version.
Subject
Curriculum and pedagogy