Educational assessments, from kindergarden to 12th grade (K-12) to licensure, have a long,
well-documented history of oppression and marginalization. In this paper, we (the authors) …

• Background: Those of us who lead writing programs continue to press toward using writing
analytics to better understand how to design, deliver, and assess instruction (Alsop et al …

Background: This study advances a sociocognitive approach to modeling complex
communication tasks. Using an integrative perspective of linguistic, cultural, and substantive …

Mislevy's sociocognitive perspective on assessment argues that examinees' linguistic,
cultural, and substantive (LCS) patterns serve to organize their ways of knowing and their …

Academic writing can be laborious for Chinese L2 undergraduates, not to mention that
assessing their work is challenging and complex. While the linguistic features of Chinese …

Assigning grades is conventionally the exclusive, lonely terrain of the instructor, even as
other aspects of teaching and responding to student writing are collaborative. As an …

• Background: This article describes a theoretically grounded approach to scoring and
communicating assessment information to teachers and students in the context of a …

In this paper, the White listening subject takes the form of a standardized high-stakes
reading test, the State of Texas Assessment of Academic Readiness (STAAR). Although the …

Background: An expanded skillset is needed to meet today's shifting workplace demands,
which involve collaboration with geographically distributed multidisciplinary teams. As the …

• Background: The emergence of business communication training, with special emphasis
on digitally delivered simulation involving complex tasks, suggests that professional …