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CEA Forum, v39 n2 p87-96 Sum-Fall 2010

An examination of postmodern grounded theory and narrative research methodology philosophies should make us rethink foundational issues in writing assessment design. Postmodern approaches emphasize interpretation and meaning-making, arguing that truths are made rather than found. In fact, many postmodern researchers emphasize the impossibility of objective, reliable results, especially in human research. In a communicative field such as teaching writing, this makes particular sense--the myriad of factors involved in a student writer's progress and in a teacher's ability to facilitate writing development cannot be isolated from each other. The realization that conducting a qualitative assessment of whether departmental objectives are being met is an investigation and an evaluation led the author to the conclusion that in order to do qualitative assessment well, it should be treated as a qualitative research project. This article describes how the faculty at the Art Institute of Pittsburgh used a postmodern qualitative approach to allow for a co-created and co-constructed research methodology. They studied themselves as a focus group, and they discerned how and why students earned the grades they did in the researchers' classes.

Descriptors: Program Evaluation, Qualitative Research, Postmodernism, Grounded Theory, Writing (Composition), Research Methodology, College Outcomes Assessment, College Faculty, Focus Groups, Writing Teachers

College English Association. Web site: http://www.cea-web.org





Autor: Nora, Krystia

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1391&id=EJ1083538







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