Event Spotlight: Issues in Classroom Writing Assessment
- published: 2019/02/11
- contact: Justin Garrison - English
- search keywords:
- Second Language Writing Assessment
- Workshop
- Paul Kei Matsuda
This past week, Paul Kei Matsuda, Ph.D. visited The University of Nebraska Omaha campus from Arizona State University. The frigid campus, a far cry from the notorious heat of Arizona, welcomed Dr. Matsuda so he might discuss with faculty and students how teachers assess writing. Dr. Matsuda, having taught at universities in China, Hong Kong, Japan, Taiwan, Thailand, and The United States, has built a plethora of knowledge on the tactics necessary to effectively teach and test collegiate writing. A look at his profile available at pmatsuda.faculty.asu.edu reveals a person with a storied career in the field of Linguistics and Writing. The renowned educator explained in an event on Thursday February 7 how professors, both current and potential, can bolster their writing assessment methods.
The event, titled “Issues in Classroom Writing Assessment,” discussed how classroom writing assessment can be improved for both native and non-native English speakers. Dr. Matsuda stressed at the start of his presentation that effective writing assessment is important for any class “where you use writing to help students develop their knowledge.” His message was well-received by audience members representing Philosophy, Sociology, Information Science and Technology, and Business respectively. He explained that implementing assessment methods equitably becomes “particularly important when your classroom is becoming more diverse.” As UNO is a university that prides itself on diversity of thought and education, thinking about how university professors look at writing has always been important.
The biggest question Dr. Matsuda asks educators to consider is if the required writing is “assessing what we intend to teach.” He advocates for a method known as “assessment for learning,” which recommends assessing writing for what students have learned as well as rewarding efforts toward improvement in other areas. It is a method that Dr. Matsuda says makes the classroom exchange “not just a teacher’s burden,” but instead involves a combined effort to educate. A key component to such teaching is that professors do not always have to test everything all the time, only what is the current focus of learning. Ultimately, he advocates for writing assessment that “reward[s] the behavior that leads to learning rather than punish for trying.” He expressed the view that the difference between experts and experienced novices was the ability and willingness to reflect on choices, a process he recommends for students and professors alike.
This spotlight by no means serves as replacement for the event. Instead it only hopes to highlight the efforts of faculty in platforming voices that show our commitment to the reflection and improvement advocated by Dr. Matsuda. Thank you to English Department Chair Tracy Bridgeford, Ph.D., Sarah Osborn, Ph.D., Kathy Radosta, MA, and all other associated faculty for coordinating the event. Thank you also to Paul Kei Matsuda, Ph.D. for visiting to share his message of continual improvement.