Writing Assessment


1.Whatare the main claims/arguments presented in the article?

Thefirst claim is that an assessment that depends on the expertise andknowledge of the faculty program should be practiced. The assessmentought to be meaningful and effective to the program, the institution,and students. Further, the program should never create large workonly few members on an assessment committee. There is also a claimthat both the assessment component and process are valid andefficiency as far as hermeneutic assessment theory is concerned.Again, the process and assessment component are meaningful withregards to the realities, which are complex, of writing expertise.Additionally, an effort must be made to protect the trust in ourteachers’ expertise because they are the judge of students, writingwithin the program.

2.Osborneand Walker describe their approach to writing assessment in thearticle. What do you see as advantages and potential challenges ofthe approach? What washback effect would their assessment approachhave on classroom teaching and teacher development?

Themethod gives a combination of core DCM and on top of it reduces theincredible amount of labor which is involved in the process of DCMand also eliminates the unnecessary creation o a scoring team(Osborne &amp Walker, 2014). On top of the list of values by whichstudents are assessed, the approach adds a dialogue that helps shapethis values representations o good writing. The disadvantage of thismethod is that the approach relies only on single numbers for writingassessment and value added improvement while doing validity and alsoit’s based on personal judgment which is subject to human errors. The method introduces an external mechanism to make expert judgmentsfor the instructors thereby making a risk of settling things becauseit ignores fundamental facts while dialoguing with experts who arefocusing on teaching and developing teaching.

3.Whatis one question you still have about the article?

Mostof the assessments in this article are based on human judgment afterputting some core values in test and making a reasonable conclusion.The common reasoning therefore is that are these conclusions notobjective at the expense of the experts who are making thisjudgments?


Osborne,J &amp Walker, P. (2014).Just Ask Teachers: Building expertise,trusting subjectivity, and valuing difference in writing assessment.AssessingWriting,22, 33-47.