Writing Assessment: Emotions, Feelings, and Teachers

Autor/in	Caswell, Nicole
Titel	Writing Assessment: Emotions, Feelings, and Teachers
Quelle	In: CEA Forum, 40 (2011) 1, S.57-70 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-8034
Schlagwörter	Educational Environment; Writing Tests; Teaching Methods; Writing Evaluation; Writing Instruction; Writing (Composition); Writing Teachers; Scholarship; College English; English Instruction; Higher Education; Portfolio Assessment; Kentucky + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Writing test; Schreibtest; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Schreibübung; Scholarships; Stipendium; English langauage lessons; Englischunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Portfoliobeurteilung
Abstract	For my purposes, I approach writing assessment as more than just grading or responding to a set of student papers within a classroom context. Instead, I look at writing assessment as a complex act that links to teaching and learning, that affects the educational environment and students, that acknowledges the consequences of the assessment, and that reflects what the assessor values and how to get to that value. Beginning with an overview of emotion and feelings and moving to an overview of writing assessment as an emotional practice, this article shifts to discuss how emotions and feelings relate to writing assessment. Then, I focus on ways scholars could use emotions and feelings to further theorize writing assessment work--mostly to understand how emotions shape decisions. Through this theorizing, I hope to move away from the "what" teachers do during the act of assessing student writing, to the "why". My aim is to provide a vehicle for getting at the emotional aspects of why. (Contains 3 tables.) (As Provided).
Anmerkungen	College English Association. Web site: http://www.cea-web.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10