{"title":"Classroom writing assessment and feedback practices: A new materialist encounter","authors":"Kioumars Razavipour","doi":"10.1016/j.asw.2023.100760","DOIUrl":null,"url":null,"abstract":"<div><p>The mainstream approach to teacher assessment literacy seems to be founded on a (post)positivist paradigm leading to an autonomous model of literacy comprised of generic knowledge and skills. This paradigm obscures the non-cognitive, embodied, and affective dimensions of assessment practices. In this conceptual inquiry, I use the New Materialist philosophy to make sense of writing assessment literacy and feedback practices. In New Materialisms, the materiality of everything is emphasized, ontology is flat, reality is becoming, agency is relational, knowledge is entangled practice, and language is a resource in communicative assemblage. Using the noted conceptual tools, I try to provide a materialized conceptualization of writing assessment and feedback practice arguing that from a New Materialist perspective, feedback practices are an assemblage of rhetoric, IELTS, institution, materiality, art, cross-lingual resources, social relations, affect, and embodiment.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":null,"pages":null},"PeriodicalIF":4.2000,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Assessing Writing","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1075293523000685","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The mainstream approach to teacher assessment literacy seems to be founded on a (post)positivist paradigm leading to an autonomous model of literacy comprised of generic knowledge and skills. This paradigm obscures the non-cognitive, embodied, and affective dimensions of assessment practices. In this conceptual inquiry, I use the New Materialist philosophy to make sense of writing assessment literacy and feedback practices. In New Materialisms, the materiality of everything is emphasized, ontology is flat, reality is becoming, agency is relational, knowledge is entangled practice, and language is a resource in communicative assemblage. Using the noted conceptual tools, I try to provide a materialized conceptualization of writing assessment and feedback practice arguing that from a New Materialist perspective, feedback practices are an assemblage of rhetoric, IELTS, institution, materiality, art, cross-lingual resources, social relations, affect, and embodiment.
期刊介绍：
Assessing Writing is a refereed international journal providing a forum for ideas, research and practice on the assessment of written language. Assessing Writing publishes articles, book reviews, conference reports, and academic exchanges concerning writing assessments of all kinds, including traditional (direct and standardised forms of) testing of writing, alternative performance assessments (such as portfolios), workplace sampling and classroom assessment. The journal focuses on all stages of the writing assessment process, including needs evaluation, assessment creation, implementation, and validation, and test development.
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