Associate Professor, Director of Composition
204 Brink Hall
University of Idaho
875 Perimeter Drive MS 1102
Moscow, Idaho 83844-1102
Diane Kelly-Riley teaches writing and composition.
- Ph.D, Educational Psychology, Washington State University, 2006
- M.A., English Literature, Washington State University, 1995
- B.A., English, Luther College
Diane Kelly-Riley researches issues of assessment and validity using empirical inquiries into local contexts or locally defined assessment tools, and examines dynamics and implications within instructional settings. She has published articles related to writing assessment, writing program administration, faculty development and the assessment of student learning outcomes for writing and critical thinking. She is editor of Journal of Writing Assessment.
Before coming to the University of Idaho, Diane Kelly-Riley directed the Washington State University Writing Assessment Program and the WSU Writing Program. She is a recipient of several grants, most notably a U.S. Department of Education FIPSE grant to integrate critical thinking abilities throughout an undergraduate general education curriculum at a large, public university. She earned her doctorate in educational psychology from Washington State University. She lives with her family outside of Potlatch, Idaho.
- Writing assessment theory and practice
- Validity theory
- Learning outcomes
- Race and writing assessment
- Writing program administration
- “An Empirical Framework for ePortfolio Assessment,” with Norbert Elliot and Alex Rudniy, International Journal of ePortfolio. Forthcoming 2017.
- “A Case Study Exploring the Connections between Locally Defined Writing and Student Engagement: Toward a ‘Think Little’ Model for Assessment and Accountability,” WPA: Writing Program Administration. Forthcoming Spring 2017.
- Special Issue on a Theory of Ethics for Writing Assessment: Journal of Writing Assessment. Ed. with Carl Whithaus. 9.1 April 2016. Online.
- Special Issue on the Common Core State Standards Assessments: Journal of Writing Assessment. Ed. with Carl Whithaus. 8.1 November 2015. Online.
- “Toward a Validational Framework Using Student Course Papers from Common Undergraduate Curricular Requirements as Viable Outcomes Evidence.” Assessing Writing 23.1 2015. 60-74. Print.
- “The WPA Outcomes Statement, Validation, and the Pursuit of Localism,” with Norbert Elliot, Assessing Writing 21.1 2014. 89-103. Print.
- The WPA Outcomes Statement, validation, and the pursuit of localism" with Norbert Elliot (2014) Assessing Writing. Vol 21, 89-103. Print.
- “Getting off the boat and onto the bank: Exploring the validity of shared evaluation methods for students of color in college writing assessment” (2012) Race and Racism in Writing Assessment, edited Mya Poe and Asao Inoue, New York: Peter Lang.
- “Setting sail with Ed White: The possibilities of assessment and instruction in college writing assessment.” (2012) In Elliot, N. and Perelman, L. (Eds). Writing Assessment in the 21st Century: Essays in Honor of Edward M. White. Hampton Press. New York, NY.
- “Assessing rhetorically: Evidence of student progress in small group writing tutorials” (2011) with Anne Ernest and Patrick Johnson. Learning assistance review. Vol 16.2.
- “Validity Inquiry of Race and Shared Evaluation Practices in a Large-Scale University-wide Writing Portfolio Assessment,” Journal of Writing Assessment, (2011).
- “Washington State University Critical Thinking Project: Improving Student Learning Outcomes through Faculty Practice.” (2007) In Banta, T. W. (ed.) Assessing Student Achievement in General Education. San Francisco: Jossey Bass, 35-43.
- “Assessing and Teaching What We Value: The Relationship (?) Between College-Level Critical Thinking and Writing Abilities.” (2004)Assessing Writing 9, 56-75 with Bill Condon.
Dr. Kelly-Riley is currently working on several projects:
- A project that considers the efforts to reduce remediation through the lens of rhetorical criticism.
- A project that explores the centrality of language use, learning outcomes, and quickly changing demographic populations situated within disciplinary and institutional contexts.
- A project that looks at the connections between assessment, race, gender, and citation practices.
- WPA Outstanding Scholarship, Honorable Mention, Council of Writing Program Administrators 2016, for “The WPA Outcomes Statement, Validation, and the Pursuit of Localism,” Assessing Writing 21.1 2014. 89-103. Print.
- Invited to submit an application to be an Executive Board Candidate for CCCC, 2014.
- Candidate for the NCTE Nominating Committee, College Section, 2013.
- Conference on College Composition and Communication Writing Program Certificate of Excellence, 2009.
- WSU Writing Program, US News and World Report, Writing in the Disciplines Academic Program to Look For List, 2002-2013.
- Commendation for the WSU Writing Assessment Program from the Northwest Commission on Colleges and Universities, 1997 and 2004.
- Outstanding Mentor, WSU Women and Leadership Forum WSU, 2005.