Educators strive to create "assessment cultures" in which they integrate evaluation into teaching and learning and match assessment methods with best instructional practice. But how do teachers and administrators discover and negotiate the values that underlie their evaluations? Bob Broad's 2003 volume, What We Really Value, introduced dynamic criteria mapping (DCM) as a method for eliciting locally-informed, context-sensitive criteria for writing assessments. The impact of DCM on assessment practice is beginning to emerge as more and more writing departments and programs adopt,...

The first volume in AAHE and Campus Compact's series on service-learning in the disciplines, the book discusses the microrevolution in college-level Composition through service-learning. The essays in this volume show why service-learning and communication are a natural pairing and give a background on the relationship between service-learning and communication with maps to suggest where it should go in the future.

Representing both print and digital journals in the field, the essays featured here explore issues ranging from classroom practice to writing in global and digital contexts, from writing workshops to community activism.

Naming What We Know, Classroom Edition examines the core principles of knowledge in the discipline of writing studies, using the lens of threshold concepts concepts that are critical for epistemological participation in a discipline. Thisedition focuses on the working definitions of thirty-seven threshold conceptsthat run throughouttheresearch, teaching, assessment, andpublic workin writing studies. Developed fromthe highly regarded original editionin response to grassroots demand from teachers in writing programs around the United States and written by some of the field s most active...