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Writing has changed due to the affordances of digital technologies, and writing assessment has changed as well. As writing programs integrate more digital writing work, students, teachers, and administrators face the rewards and challenges of assessing and evaluating multimodal and networked writing projects. Whether classroom-based or program-level; whether in first-year writing, technical communication, or writing-across-the-curriculum; whether formative or summative; and whether for purposes of placement, grading, self-study, or external reporting, digital writing complicates the processes and practices of assessment.The chapters in Digital Writing Assessment & Evaluation place emphasis on assessment of digital writing—the methodological, technological, and ethical approaches for and issues involved with assessing multimodal, networked texts (and the student learning they represent). Authors address questions such as:How do different approaches to assessing traditional writing (8 1/2 x 11 word-centric texts) port—or not—to the assessment of digital writing? What challenges and opportunities for assessment do multimodal, networked texts present to teachers, program administrators, state-wide organizations, etc.?What material and technological resources are needed when assessing digital writing and/or how might existing resources need to be modified?How are processes and products of selection, collection, and reflection different (or not) with the multimodal affordances of digital technologies?How do guidelines and outcomes of groups such as CCCC, NCTE, WPA, AAC&U, impact approaches to assessment? How might these guidelines and outcomes need to be revised to better address digital writing assessment?How might the multimodal, networked affordances of digital writing affect issues of equity and access? How might groups often disenfranchised by more traditional assessment be impacted by digital writing assessment?How might eportfolios be designed for showcasing the collaborative composing processes of multimodal and/or networked writing?By what criteria should program administrators and instructors assess and select course-management and/or eportfolio systems?The fourteen chapters are organized into four sections, addressing equity and assessment, classroom evaluation and assessment, multimodal evaluation and assessment, and program revisioning and program assessment. Andrea Lunsford provides the foreword to the book; Edward White is the author of the afterword.

digital writing, assessment, evaluation

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This work provides an economic and ecological assessment of the application of biochar as soil amendment and identifies important influencing factors. Therefore, a multi-stage model including various methods, e.g. an ecosystem simulation of the soil, is developed. The assessment model is based on material and energy flow balances along the overall value chain – from biochar production to its application as soil amendment.

Biokohle, Life cycle assessment,

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"The Assessment in Legal Education book series offers perspectives on assessment in legal education across a range of Common Law jurisdictions. Each volume in the series provides:
Information on assessment practices and cultures within a jurisdiction.
A sample of innovative assessment practices and designs in a jurisdiction.
Insights into how assessment can be used effectively across different areas of law, different stages of legal education and the implications for regulation of legal education assessment.
Appreciation of the multidisciplinary and interdisciplinary research bases that are emerging in the field of legal education assessment generally.
Analyses and suggestions of how assessment innovations may be transferred from one jurisdiction to another.
The series will be useful for those seeking a summary of the assessment issues facing academics, students, regulators, lawyers and others in the jurisdictions under analysis. The exemplars of assessment contained in each volume may also be valuable in assisting cross-jurisdictional fertilisation of ideas and practices.
This first volume focuses on assessment in law schools in England. It begins with an introduction to some recent trends in the culture and practice of legal education assessment. The first chapter focuses on the general regulatory context of assessment and learning in that jurisdiction, while the remainder of the book offers useful exemplars and expert critical discussion of assessment theories and practices.
The series is based in the PEARL Centre (Profession, Education and Regulation in Law), in The Australian National University’s College of Law.
"

law --- education --- legal education --- assessment

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This open access book presents a large number of innovations in the world of operational testing. It brings together different but related areas and provides insight in their possibilities, their advantages and drawbacks. The book not only addresses improvements in the quality of educational measurement, innovations in (inter)national large scale assessments, but also several advances in psychometrics and improvements in computerized adaptive testing, and it also offers examples on the impact of new technology in assessment. Due to its nature, the book will appeal to a broad audience within the educational measurement community. It contributes to both theoretical knowledge and also pays attention to practical implementation of innovations in testing technology.

Education --- Assessment --- Psychometrics --- Psychology—Methodology --- Psychological measurement

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This impressive collection celebrates the work of Peter Kershaw, a key figure in the field of Australian palaeoenvironmental reconstruction. Over almost half a century his research helped reconceptualize ecology in Australia, creating a detailed understanding of environmental change in the Late Pleistocene and Holocene. Within a biogeographic framework one of his exceptional contributions was to explore the ways that Aboriginal people may have modified the landscape through the effects of anthropogenic burning. These ideas have had significant impacts on thinking within the fields of geomorphology, biogeography, archaeology, anthropology and history. Papers presented here continue to explore the dynamism of landscape change in Australia and the contribution of humans to those transformations. The volume is structured in two sections. The first examines evidence for human engagement with landscape, focusing on Australia and Papua New Guinea but also dealing with the human/environmental histories of Europe and Asia. The second section contains papers that examine palaeoecology and present some of the latest research into environmental change in Australia and New Zealand. Individually these papers, written by many of Australia’s prominent researchers in these fields, are significant contributions to our knowledge of Quaternary landscapes and human land use. But Peopled Landscapes also signifies the disciplinary entanglement that is archaeological and biogeographic research in this region, with archaeologists and environmental scientists contributing to both studies of human land use and palaeoecology. Peopled Landscapes reveals the interdisciplinary richness of Quaternary research in the Australasian region as well as the complexity and richness of the entangled environmental and human pasts of these lands.

landscape assessment --- australia --- landscape changes --- archaeology --- human ecology --- humans --- nature