Setting the discourse community: Tasks and assessment for the new technical communication service course

Document Type

Article

Publication Date

1-1-1999

Abstract

This article argues for a social perspective of the new technical communication service course, a conclusion supported by several premises: the technical communication profession wants and needs accountability, accountability is demonstrated by evaluation, assessment requires that we define literacy, evaluating technical communication literacy requires portfolio evaluation, portfolio assessment supports the social perspective of learning, and the social construction concepts imply teaching strategies. The argument proceeds from a case study that demonstrates reliability, stability, and validity in its technical communication service course assessment, tasks, and instructor community. This article demonstrates that portfolios can help us both conceptualize and evaluate the new technical communication service course. © 1999, Taylor & Francis Group, LLC.

Identifier

13944272052 (Scopus)

Publication Title

Technical Communication Quarterly

External Full Text Location

https://doi.org/10.1080/10572259909364666

e-ISSN

15427625

ISSN

10572252

First Page

249

Last Page

267

Issue

3

Volume

8

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