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- Title
A Review of Writing Assessment, Social Justice, and the Advancement of Opportunity.
- Authors
Sautman, Matthew
- Abstract
This means a praxis informed by Rawlsian theory potentially decontextualizes student experiences, treating common student experiences-such as difficulty meeting deadlines or performing well on specific essays-as irrelevant to students' individual identities. This praxis subsequently undermines teacher-researchers' ability to locate the most marginalized students within their data sets and allows inequalities among students to evade notice. Kelly J. Sassi's "Bending the Arc of Writing Assessment Toward Social Justice" praises how "when group of teachers work together to assess writing collaboratively" the power "large-scaled writing assessments have...over teachers and students" lessens as expectations raise, teaching practices change, and test materials are modified "to draw on cultural strengths" (p. 318). Consequently, teachers who seek to apply this praxis without understanding the specific combinations of identities their students bring into the classroom still risk assigning assessment that marginalizes already vulnerable students.
- Subjects
SOCIAL justice; LEARNING strategies; LGBTQ+ people; LGBTQ+ students
- Publication
Across the Disciplines, 2020, Vol 17, Issue 3/4, p1
- ISSN
1554-8244
- Publication type
Book Review
- DOI
10.37514/ATD-J.2020.17.3.04