Slomp, David

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Now showing 1 - 5 of 11
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    Sex, finance, and literacy assessment
    (Wiley, 2020) Slomp, David H.
    Discussions about literacy assessment can often be polarizing for teachers, school administrators, and other stakeholders. Given the diverse and often charged perspectives on assessment within both the profession and the broader public discourse, it can be difficult to engage in productive dialogue about the role that literacy assessment plays in promoting or inhibiting effective models of literacy education. This department provides perspectives, questions, and research that enables readers to better advocate for themselves and their students as they develop their own assessment programs and respond to assessment programs that are imposed on them.
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    Ethical considerations and writing assessment
    (University of California, Davis, 2016) Slomp, David H.
    In this introductory article, I set the stage for the arguments that follow in each of the contributions to this special issue. First, I critically examine the three pillars of the current Standards--fairness, validity, and reliability--exploring briefly how on their own each concept is insufficient to guiding ethical practice. Then I briefly examine the Standards themselves highlighting their limitations in guiding ethical practice. Finally, I provide a brief introduction to the various dimensions of the theory of ethics we are developing in this special issue.
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    An integrated design and appraisal framework for ethical writing assessment
    (University of California, Davis, 2016) Slomp, David H.
    In my introduction to this special issue, I highlighted the insufficiency of key measurement concepts--fairness, validity, and reliability--in guiding the design and implementation of writing assessments. I proposed that the concept of ethics provides a more complete framework for guiding assessment design and use. This article advances the philosophical foundation for our theory of ethics articulated by Elliot (this issue). Starting with fairness as first principle, it examines how safety and risk can be addressed through the application of an integrated design and appraisal framework (IDAF) for writing assessment tools. The paper is structured around two case studies set in Alberta, Canada. Case Study 1 applies Kane's (2013) IUA model of validation to an appraisal--Alberta's English 30-1 (grade 12 academic English) diploma exam program--highlighting in the process the limitations in contemporary validity theory. Case Study 2 examines an assessment design project I am currently undertaking in partnership with 8 English language arts teachers in southern Alberta. This case study examines how the IDAF supports ethical assessment design and appraisal.
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    Forum: issues and reflections on ethics and writing assessment
    (University of California, Davis, 2016) Elliot, Norbert; Slomp, David H.; Poe, Mya; Cogan, John A.; Broad, Bob; Cushman, Ellen
    We hope this special issue adds to the body of knowledge created by the writing studies community with respect to the opportunities that can be created when assessment is seen in terms of the creation of opportunity structure. This hope is accompanied by a reminder of our strength as we annually encounter approximately 48.9 million students in public elementary and secondary schools 20.6 million students in postsecondary institutions (Snyder & Dillow, 2015). Our influence is remarkable as we touch the lives of many, one student at a time.
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    Afterword: meeting the challenges of Workplace English Communication in the 21st century
    (The WAC Clearinghouse, 2021) Slomp, David H.; Oliveri, Maria E.; Elliot, Norbert
    [Abstract not available]