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Reflecting on Rubrics: Linguistic Justice in Writing Assessment
Abstract
This chapter illuminates existing biases in writing assessment as a result of standard language ideologies persistent in academia. Even though many instructors are aware of the value of linguistic diversity, they struggle with how to incorporate this knowledge into their teaching and assessment (Horton, 2021; Schissel et al. 2021). This chapter seeks to address this disconnect through a thorough summary of existing research and practical tools for implementation. After examining existing scholarship on linguistic justice, translanguaging, writing assessment and rubric development, the researchers identified five key themes at the intersection of assessment, linguistic justice and translanguaging: sociolinguistic awareness, power distribution, plurilingual validation, language respect, and a growth framework. The researchers then developed reflective questions to assist assessors in developing rubrics that will effectively and appropriately adapt these concepts to their local context.
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