Getting to Denver: Instructor Participation in the Design of Writing Program Assessment Technologies

Author

Soha Fransis Turfler, University of New MexicoFollow

Publication Date

Spring 4-30-2020

Abstract

This dissertation presents a framework for writing instructor participation in the design of writing program assessment technologies. I base this framework on a case study into the participation of 16 non-tenure track (NTT) and graduate teaching assistant (GTA) writing instructors in the design of a final portfolio assignment prompt for the first-year composition (FYC) program at the University of New Mexico (UNM). I specifically question how Writing Program Administrators (WPAs) and assessment designers can address the needs, interests, and values of writing instructors in the design of writing program assessment technologies, including the important need for agency and professional autonomy. Relying on Broad's Dynamic Criteria Mapping and Wenger's social theories of community and participation, I present and analyze a methodology for shaping instructor participation in the design process. Finally, I present findings relating instructors' participation to the concept of writing assessment validity.

Degree Name

English

Level of Degree

Doctoral

Department Name

English

First Committee Member (Chair)

Cristyn Elder

Second Committee Member

Bethany Davila

Third Committee Member

Tiffany Bourelle

Fourth Committee Member

Kathleen Yancey

Language

English

Keywords

writing program assessment, instructor participation, writing assessment design, writing program administration, instructor preparation

Document Type

Dissertation

Recommended Citation

Turfler, Soha Fransis. "Getting to Denver: Instructor Participation in the Design of Writing Program Assessment Technologies." (2020). https://digitalrepository.unm.edu/engl_etds/291