Lorna Gonzalez and Lisa TremainED 202H/ Writing Program AdministrationAnnotated BibliographyMay 2, 2011
This annotated bibliography represents our efforts toward educatingourselves about writing assessment and course placement practices forincoming students. Some key search terms and questions included:
Retention - University
Directed Self-Placement/ Self-efficacy
Accuplacer and FYC placement standardized exams
WPA as authority & who makes decisions about writing programs?
Who gets to make decisions about these things (placement)
Machine-scored placement exams?With our search, we hoped to learn whether a correlation had beenestablished between placement in first-year composition and studentretention. In WPA literature, authors were open but skeptical to machine-scored assessments, and all agreed that human intervention in some form isa necessary component of student placement. Of the readings we selected,those dealing with retention and student satisfaction stressed theimportance of student-advisor interaction and student choice in courseselection. What follows is more specific annotation on the individual books,chapters, and articles.
Condon, W. (2009). Looking beyond judging and ranking: Writingassessment as a generativepractice.
Assessing Writing, 14,
141—156.Condon’s article presents an alternative to more “reductive forms of writingassessment” through his argument for assessments which stem from“generative” prompts that enable test-takers to examine and reflect upontheir own experiences as writers and learners (141-2). In the first half of thearticle, Condon acknowledges that the financial savings of timed-essay tests