Abstract
The relationship between instruction and assessment has always been problematic. Framed as a struggle between the force of systems and integrity of individualism, writing assessment stands as a term symbolizing contested space. Research in writing assessment operates on a continuum between nomothetic span and idiographic representation (Borsboom, 2005; Embretson, 1983). In one tradition, the field seeks information about the performance of entire populations (National Center for Education Statistics, 2012); in another, investigation of individual student ability is the proper assessment aim (Sternglass, 1997).
| Original language | English (US) |
|---|---|
| Title of host publication | Handbook of Automated Essay Evaluation |
| Subtitle of host publication | Current Applications and New Directions |
| Publisher | Taylor and Francis |
| Pages | 16-35 |
| Number of pages | 20 |
| ISBN (Electronic) | 9781136334801 |
| ISBN (Print) | 9781848729957 |
| DOIs | |
| State | Published - Jan 1 2013 |
All Science Journal Classification (ASJC) codes
- General Psychology
- General Social Sciences
- General Computer Science