The technology of writing assessment and racial validity

Research output: Chapter in Book/Report/Conference proceedingChapter

10 Scopus citations

Abstract

This chapter articulates writing assessment as a technology, theorized with three aspects (power, parts, and purpose), accounting for the ways in which assessment dialectically constructs and is constructed by its historical environment. Seeing writing assessment as a technology provides a full account of assessment as an environment of conflict and social (re)production, but most importantly, it accounts for racial formations existing around it and because of it. This articulation of writing assessment reveals problems with the concept of validity (and traditional validation research), particularly consequential validity. The chapter concludes by offering racial validity, which investigates how our writing assessments reproduce and are produced by the racial formations in and around our schools, classrooms, and writing assessments.

Original languageEnglish (US)
Title of host publicationHandbook of Research on Assessment Technologies, Methods, and Applications in Higher Education
PublisherIGI Global
Pages97-120
Number of pages24
ISBN (Print)9781605666679
DOIs
StatePublished - Dec 1 2009
Externally publishedYes

ASJC Scopus subject areas

  • Social Sciences(all)

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    Inoue, A. B. (2009). The technology of writing assessment and racial validity. In Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education (pp. 97-120). IGI Global. https://doi.org/10.4018/978-1-60566-667-9.ch006