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Peterson_WhoSaysWhatandWhyitMatters.pdf (1.2 MB)

ETD Abstract Container

Abstract Header

Who says what and why it matters: an analysis of the verbal and written communication regarding classroom writing assessments

Peterson, Jamie Teresa
http://orcid.org/0000-0002-7431-4323
http://rave.ohiolink.edu/etdc/view?acc_num=kent1586794922604618

Abstract Details

2020, PHD, Kent State University, College of Arts and Sciences / Department of English.
The dissertation Who says what and why it matters: An analysis of the verbal and written communication regarding writing classroom assessments focuses on understanding how the classroom happenings and communications between instructor and students contribute to creating and designing valid classroom writing assessments. This empirical research study incorporates observations, interviews, and document collections to begin a conversation about how validity can be used as a measure of analysis to design better classroom writing assessments to ensure instructor expectations and student understandings align more closely. This study within higher education writing classrooms offers empirical, qualitative research based in writing classroom that are not my own. This allows a look at classroom writing assessments to produce theory and knowledge about how to create and converse about validity theory within classroom assessment by detailing and collecting diverse data. The following research questions guided study design and data collection: 1. How does validity theory, when used within the localized context of college writing classrooms assist in the development of theoretical and applicable criteria or understanding when developing and communicating about classroom writing assessments for all involved? a. What communication, both literate and verbal, is exchanged between instructor and students to facilitate student performance for assignments and assessments? b. How does this communication affect how student and instructor understand and use classroom writing assessments? 2. How do instructors and students understand and interpret assignments, expectations, and writing assessments? 3. What explicit and implicit choices and expectations (actions, instructions, and assessments that are influenced from previous writing knowledge) arise or occur in these communicative acts? Data was collected from three writing classrooms: observations, field notes, interviews, surveys, and document collection. Interviews were transcribed and coded to illuminate the various communication and understanding from both instructor and student perspective. As each instructor used a different method for assessment, the discussion surrounding how validity theory can be a useful lens for revision and reflection of communicative acts in the classroom is strengthened because of the variety of data collected. This study provides examples and analysis of how validity theory can assist in development of new assessments. Validity theory offers a lens in which to create a discussion on how theory, data, and application can be used to further our understanding of what occurs within writing classrooms amongst all involved.
Brian Huot (Committee Chair)
209 p.
Composition; Higher Education; Literacy; Rhetoric; Teaching

Recommended Citations

Citations

  • Peterson, J. T. (2020). Who says what and why it matters: an analysis of the verbal and written communication regarding classroom writing assessments [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1586794922604618

    APA Style (7th edition)

  • Peterson, Jamie. Who says what and why it matters: an analysis of the verbal and written communication regarding classroom writing assessments. 2020. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1586794922604618.

    MLA Style (8th edition)

  • Peterson, Jamie. "Who says what and why it matters: an analysis of the verbal and written communication regarding classroom writing assessments." Doctoral dissertation, Kent State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1586794922604618

    Chicago Manual of Style (17th edition)

kent1586794922604618
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This open access ETD is published by Kent State University and OhioLINK.