Unsettling Drafts: Helping Students See New Possibilities in Their Writing

Chapter 14. Ethical Considerations and Writing Assessment

“…He shares how teachers have an inclination to move away from grades and move toward response practices. Tchudi (1997) writes that response offers the "greatest range of freedom because it is naturalistic, growing directly from readers' reaction to a text" (xii). He sees response as good and preferable because teachers have more agency in responding to student writing, which comes from a lower degree of institutional pressure.…”

Chapter 15. Civil Rights and Writing Assessment: Using the Disparate Impact Approach as a Fairness Methodology to Evaluate Social Impact

“…He shares how teachers have an inclination to move away from grades and move toward response practices. Tchudi (1997) writes that response offers the "greatest range of freedom because it is naturalistic, growing directly from readers' reaction to a text" (xii). He sees response as good and preferable because teachers have more agency in responding to student writing, which comes from a lower degree of institutional pressure.…”

Retrospective. A Reflective Analysis: Toward Fairness, Mya Poe

“…He shares how teachers have an inclination to move away from grades and move toward response practices. Tchudi (1997) writes that response offers the "greatest range of freedom because it is naturalistic, growing directly from readers' reaction to a text" (xii). He sees response as good and preferable because teachers have more agency in responding to student writing, which comes from a lower degree of institutional pressure.…”