Chapter-2: Portfolio-Based Writing Assessment In College Writing Programs

Hamp-Lyons and Condon's second chapter provides an overview of current methods of teaching writing. It begins by attempting to make links between pedagogical theories/methods and writing assessment. They are particularly concerned about what sorts of writing pedagogy (current-traditionalist, expressivist, social constructionist, etc.) fit with the different aspects of portfolio assessment.

The chapter lists the qualities of portfolio assessment, provides an overview of writing pedagogies, and then examines how these pedagogies relate to portfolio assessment. Hamp-Lyons and Condon argue for methods of assessment that respond to localized learning environments. One could say they want to suggest ways in which a writing program can create a testing/assessment program that is flexible enough to respond to the classroom and yet can also be justified in terms of standards. This is not an easy task, but one that writing teachers and assessment experts need to undertake.

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