Negotiating the Political and Pedagogical Tensions of Writing Rubrics: Using Conceptualization to Work toward Sociocultural Writing Instruction

Autor/inn/en	Howe, Emily; Correnti, Richard
Titel	Negotiating the Political and Pedagogical Tensions of Writing Rubrics: Using Conceptualization to Work toward Sociocultural Writing Instruction
Quelle	In: English Education, 52 (2020) 4, S.335-360 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-8204
Schlagwörter	Writing Instruction; Scoring Rubrics; Writing Evaluation; Teaching Methods; Politics of Education; Teacher Education Programs; Professional Autonomy; Sociocultural Patterns; Learning Theories; Test Construction; Writing Tests; Educational Legislation; Federal Legislation; High School Students; English; Language Arts; Achievement Tests; Accountability; Teacher Attitudes; English Teachers; Elementary School Students; Louisiana; New York + Suchen Sie Ihr Suchwort? Schreibunterricht; Scoring formulas; Auswertungsbogen; Teaching method; Lehrmethode; Unterrichtsmethode; Educational policy; Bildungspolitik; Berufsfreiheit; Soziokulturelle Theorie; Learning theory; Lerntheorie; Testaufbau; Writing test; Schreibtest; Bildungsrecht; Schulgesetz; Bundesrecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English language; Englisch; Sprachkultur; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Verantwortung; Lehrerverhalten; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende
Abstract	An increased emphasis on writing standards has recently led many U.S. states to incorporate text-based writing assessments into their test-based accountability system. This creates political and pedagogical tensions that teachers must navigate in their classroom use of writing rubrics. While prior research has focused on rubric design and/or the implementation of a rubric to judge its (lack of) utility as a tool for measurement or pedagogy, we consider a complex mediating process we call rubric conceptualization. We claim that rubric conceptualization is: (1) the process where a teacher iteratively (co-)construct meaning from a rubric's design into classroom instruction; (2) informed by implicit theories of learning; and (3) how a teacher negotiates the competing pedagogical and political meanings of a rubric. As a result, the process of rubric conceptualization presents a useful place for teacher education and teacher inquiry programs to more fully examine. While accountability frameworks likely constrain which rubric designs and curriculum activities teachers can engage in, rubric conceptualization is a process where teachers have some agency. In this way, rubric conceptualization presents an opportunity for teachers, along with their colleagues, mentors, and students to explicitly engage in meaning making that seeks to better align teacher instruction and student learning with sociocultural theory. [For the corresponding grantee submission, see ED608555.] (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01