Assistant Professor, Director of Writing
University of Idaho
875 Perimeter Drive MS 1102
Moscow, Idaho 83844-1102
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
- "Toward a validational framework using student course papers from common undergraduate curricular requirements as viable outcomes evidence" (Forthcoming) Assessing Writing. Accepted for publication October 2014.
- 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:
- One that examines connections between college writing, student engagement and accountability;
- Another that considers the efforts to reduce remediation through the lens of rhetorical criticism; and
- One that looks at the effects of the disciplinary background of teaching assistants on the design of their course materials for first-year composition.
- 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.