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.