Achieving Sustainable Writing Assessment in the Context of SDG 4 and Sub-goals 4.3, 4.7, and 4.9

The Case of a UWI Mona Marking Community

Abstract

In this research study, we attempt to connect the findings of a study to the potential realisations of Sustainable Development Goal 4 (SDG 4) and its sub-goals 4.3, 4.7, and 4.9. In that earlier research, we examined the interaction between markers’ end comments and the marks they assigned to a high-stakes expository writing task. That assignment was a University of the West Indies, Mona Campus’ Foundation English Language writing course. Using the findings, we explained how the end commenting practices that we observed could be aligned with the education goals of SDG 4 in higher education institutions. The use of semantic cues such as praise, amplification, psychological softeners, tone, and condemnation in the language of their end comments indicate markers’ position on students’ essays. As a part of a feedback system, these end comments open up opportunities for problem solving, critical thinking, creativity, teamwork, conflict resolution, and communication skills among the markers. Achieving these skills is a realisation of the education goals of SDG 4 sub-goals. Positioning writing assessment behaviours as a site for the achievement of the goals of SDG 4 in higher education contexts opens the possibility for this realisation when negotiation and conversation are needed to respond to other marker’s dissent. Resolving potential grade conflicts is an important component of writing assessment. Ultimately, this research leaves its readers with a set of best practices that can be relied on by writing assessment practitioners to help them correlate their skills to the demands of SDG 4. This would allow marking communities to develop robust and resilient academic writing assessment systems in the pursuit of education for sustainable development.