Writing Assessment: Emotions, Feelings, and Teachers
Keywords:
assessment, writing, testing, affect theory, emotions, pedagogyAbstract
For my purposes, I approach writing assessment as more than just grading or responding to a set of student papers within a classroom context. Instead, I look at writing assessment as a complex act that links to teaching and learning, that affects the educational environment and students, that acknowledges the consequences of the assessment, and that reflects what the assessor values and how to get to that value. Beginning with an overview of emotion and feelings and moving to an overview of writing assessment as an emotional practice, this article shifts to discuss how emotions and feelings relate to writing assessment. Then, I focus on ways scholars could use emotions and feelings to further theorize writing assessment work—mostly to understand how emotions shape decisions. Through this theorizing, I hope to move away from the what teachers do during the act of assessing student writing, to the why. My aim is to provide a vehicle for getting at the emotional aspects of why.Downloads
Issue
Section
License
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.