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 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.

Name thesis:degree_name

Master of Arts in English Composition

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

English

Year

1997

Author dc:creator

• Sullivan, John Michael

• English language -- Composition and exercises -- Teacher training
• English language -- Writing -- Study and teaching
• Penmanship
• Rhetoric and Composition

Repository record dc:identifier

https://scholarworks.lib.csusb.edu/etd-project/1320

OAI identifier oai:identifier

oai:scholarworks.lib.csusb.edu:etd-project-2320