Writing Assessment and Cognition

Author(s):
Deane, Paul
Publication Year:
2011
Report Number:
RR-11-14
Source:
Document Type:
Subject/Key Words:
writing, assessment, CBAL, cognitive, competency model, evidence-centered design, learning progressions, reading, literacy

Abstract

This paper presents a socio-cognitive framework for connecting writing pedagogy and writing assessment with modern social and cognitive theories of writing. It focuses on providing a general framework that highlights the connections between writing competency and other literacy skills; identifies key connections between literacy instruction, writing assessment, and activity and genre theories; and presents a specific proposal about how writing assessment can be organized to promote best practices in writing instruction.

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