One of the fundamental problems facing writing instructors who use collaboration is that traditional assessment measures, such as in-class essay exams, undermine rather than support such writing activities that are rooted in social construction theory. While the use of collaboration in writing classrooms continues to grow, the field of assessment remains virtually silent about the compatibility of traditional assessment methods with collaborative writing tasks such as group work and peer review. This thesis discusses social construction and assessment theories, their relation to collaboration, and the current role of both in writing classrooms.
| Identifer | oai:union.ndltd.org:csusb.edu/oai:scholarworks.lib.csusb.edu:etd-project-2320 |
| Date | 01 January 1997 |
| Creators | Sullivan, John Michael |
| Publisher | CSUSB ScholarWorks |
| Source Sets | California State University San Bernardino |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses Digitization Project |
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