{"id":{"repo_id":"csusb-retro","oai_identifier":"oai:scholarworks.lib.csusb.edu:etd-project-2320"},"canonical_url":"https://search.dev.ndltd.org/etd/csusb-retro/oai:scholarworks.lib.csusb.edu:etd-project-2320","repository":{"repo_id":"csusb-retro","name":"CSUniversity San Bernardino - Retro","base_url":"https://scholarworks.lib.csusb.edu/do/oai/"},"display":{"title":"Assessment and collaborative writing: Conflict to complement","abstract":"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.","abstract_html":"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.","abstract_has_math":false,"creators":["Sullivan, John Michael"],"institution":null,"degree_name":"Master of Arts in English Composition","degree_level":"Thesis","degree_discipline":"English","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1997,"date_issued":"1997-01-01T08:00:00Z","date_published":"1997-01-01T08:00:00Z","updated_at":"2026-07-24T01:56:15Z","subjects":["English language -- Composition and exercises -- Teacher training","English language -- Writing -- Study and teaching","Penmanship","Rhetoric and Composition"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.lib.csusb.edu/etd-project/1320","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Sullivan, John Michael"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in English Composition"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English language -- Composition and exercises -- Teacher training","English language -- Writing -- Study and teaching","Penmanship","Rhetoric and Composition"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.lib.csusb.edu/etd-project/1320"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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."]},{"key":"dc:title","label":"Title","values":["Assessment and collaborative writing: Conflict to complement"]}]}],"canonical_facts":{"dc:creator":["Sullivan, John Michael"],"dc:description.abstract":["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."],"dc:identifier":["https://scholarworks.lib.csusb.edu/etd-project/1320"],"dc:subject":["English language -- Composition and exercises -- Teacher training","English language -- Writing -- Study and teaching","Penmanship","Rhetoric and Composition"],"dc:title":["Assessment and collaborative writing: Conflict to complement"],"thesis:degree_discipline":["English"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts in English Composition"]},"updated_at":"2026-07-24T01:56:15Z"}