Kelly-Riley, Diane, Ti Macklin and Carl Whithaus, editors. Considering Students, Teachers, and Writing Assessment: Volume 1, Technical and Political Contexts. University Press of Colorado, 2024.
Kelly-Riley, Diane, Ti Macklin and Carl Whithaus, editors. Considering Students, Teachers, and Writing Assessment: Volume 2, Emerging Theoretical and Pedagogical Practices. University Press of Colorado, 2024.
Kelly-Riley, Diane and Norbert Elliot, editors. Improving Outcomes: Disciplinary Writing, Local Assessment, and the Aim of Fairness, Research and Scholarship in Composition Series, Modern Language Association, 2021.
Kelly-Riley, Diane, Carl Whithaus, and Asao B. Inoue, Special Issue on Contract Grading, Journal of Writing Assessment, 13.2, November 2020, http://journalofwritingassessment.org/
Kelly-Riley, Diane and Carl Whithaus, Special Issue on Two-Year College Placement, Journal of Writing Assessment, 12.1, March 2019, http://journalofwritingassessment.org/
Kelly-Riley, Diane and Carl Whithaus, eds. Special Issue, Politics of Pathways: Articulation Agreements, Graduation Requirements, and Narrowing of Curricula, Journal of Writing Assessment. 10.1 December 2017. Online.
Kelly-Riley, Diane and Carl Whithaus, eds. Special Issue on a Theory of Ethics for Writing Assessment: Journal of Writing Assessment. 9.1 April 2016. Online.
Kelly-Riley, Diane and Carl Whithaus, eds. Special Issue on the Common Core State Standards Assessments: Journal of Writing Assessment. 8.1 November 2015. Online.
Kelly-Riley, Diane. “Re-forming Our View of State Mandates: A Study of Idaho Public Colleges’ and Universities’ Responses to State Mandated ‘Reduction of Remediation,” Composition Studies Special Issue on Corequisite Writing Courses, 48.2, 35-53, 2020. Print.
Kelly-Riley, Diane. “Considering Consequences in Writing Analytics: Humanistic Inquiry and Empirical Research in The Journal of Writing Assessment,” Journal of Writing Analytics, 2019, Vol. 2. 334-350.Online. https://wac.colostate.edu/docs/jwa/vol3/kelly-riley.pdf
Kelly-Riley, Diane and Carl Whithaus, “A Comment on ‘Journals in Composition Studies, Thirty-five Years After,” College English, 82.2, 243-245, 2019. Print.
Kelly-Riley, Diane. “Company Town Legacy: A Public Humanities Project Exploring Corporate Influences in Rural Idaho” part of “Public Humanities in Action,” MLA Profession, Summer 2019, Online, 1-8, https://profession.mla.org/public- humanities-in-action/
Kelly-Riley, Diane. “The Changing Landscape of Literacy Assessment and Accountability: Opportunities and Challenges,” (invited chapter) in Alice Horning and Ron Sudol, editors, Defining Literacy Standards: Essays on Assessment, Inclusion, Pedagogy, and Civic Engagement, Peter Lang, 2019, https://doi.org/10.3726/b14582
Kelly-Riley, Diane. “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. 41.1 Fall 2017. Print.
Kelly-Riley, Diane. “Common Core State Standards: A Policy Review for WPAs,” Invited article. WPA: Writing Program Administration, 40.2 Spring 2017. 193-
220. Print.
Kelly-Riley, Diane, Norbert Elliot, and Alex Rudniy, “An Empirical Framework for ePortfolio Assessment.” International Journal of ePortfolio. 6 (2016): 95-116. Print.
Kelly-Riley, Diane. “Toward a Validational Framework Using Student Course Papers from Common Undergraduate Curricular Requirements as Viable Outcomes Evidence.” Assessing Writing 23 (2015): 60-74. Print.
Kelly-Riley, Diane and Norbert Elliot. “The WPA Outcomes Statement, Validation, and the Pursuit of Localism.” Assessing Writing 21 (2014): 89-103. Print.
Kelly-Riley, Diane. “Setting Sail with Ed White: The Possibilities of Assessment and Instruction in College Writing Assessment.” Writing Assessment in the 21st Century: Essays in Honor of Edward M. White. Ed. Norbert Elliot and Les Perelman. New York, NY: Hampton Press, 2012. Print. Research and Teaching in Rhetoric and Composition.
Kelly-Riley, Diane. “Consent Form for Critical Thinking Study.” Assessing for Learning: Building a Sustainable Commitment Across the Institution. Second. Ed. Peggy Maki. Sterling, VA: Stylus Publishing, 2012. 326. Print.
Kelly-Riley, Diane. “Getting Off the Boat and onto the Bank: Exploring the Validity of Shared Evaluation Methods for Students of Color in College Writing Assessment.” Race and Writing Assessment. Ed. Asao Inoue and Mya Poe. New York: Peter Lang, 2012. 29–44. Print. Studies in Composition and Rhetoric, Volume 7.
Ernest, Anne, Patrick Johnson, and Diane Kelly-Riley. “Assessing
Rhetorically: Evidence of Student Progress in Small Group Writing Tutorials.”
Learning Assistance Review 16.2 (2011): 23. Print.
Kelly-Riley, Diane. “Unfamiliar Territory: Charting the Way to Improved Instructional Practices to Promote Critical Thinking.” Improving Writing and Critical Thinking through Assessment. Ed. Teresa Flateby. Information Age Press, 2011. 165–
178. Print.
Kelly-Riley, Diane. “Validity Inquiry of Race and Shared Evaluation Practices in a Large-scale University-wide Writing Portfolio Assessment.” Journal of Writing Assessment 4.1 (2011): 1–18. Online.
Kelly-Riley, Diane. “Washington State University Critical Thinking Project: Improving Student Learning Outcomes through Faculty Practice.” Assessing Student Achievement in General Education. Ed. Trudy Banta. San Francisco: Jossey- Bass, 2007. 35–42. Print. Assessment Update Collections.
Allen, Michael, and Diane Kelly-Riley. “Promoting Undergraduate Critical Thinking in Astro 101 Lab Exercises.” Astronomy Education Review 4.2 (2005): 1–10.
Online.
Condon, William, and Diane Kelly-Riley. “Assessing and Teaching What We
Value: The Relationship (?) Between College-level Critical Thinking and Writing Abilities.” Assessing Writing 9.1 (2004): 56–75. Print.
Kelly-Riley, Diane. “Consent Form for Critical Thinking Study.” Assessing for Learning: Building a Sustainable Commitment Across the Institution. first. Ed. Peggy Maki. Sterling, VA: Stylus Publishing, 2004. 326. Print.
Kelly-Riley, Diane. “Washington State University Critical Thinking Project: Improving Student Learning through Faculty Practice.” Assessment Update 15.4 (2003): 5; 14. Print.
Kelly-Riley, Diane, Lisa Johnson-Shull, and William Condon. “Opportunities for Consilience: Toward a Networked-based Model for Writing Program Administration.” The Writing Program Administrator as Theorist: Making Knowledge Work. Ed. Shirley Rose and Irwin Weiser. Portsmouth, NH: Boynton/Cook, 2002. Print.
Condon, William, Fiona Glade, Richard H. Haswell, Lisa Johnson-Shull, Diane Kelly- Riley, Galen Leonhardy, Jennie Nelson, Susan McLeod, Susan Wyche. “Whither? Some Questions, Some Answers.” Beyond Outcomes: Assessment and Instruction Within a University Writing Program. Ed. Richard H. Haswell.
Westport, CT: Ablex Publishing, 2001. 191–205. Print. Perspectives on Writing, Theory, Research, Practice Volume 5.
Glade, Fiona, Diane Kelly-Riley, Susan McLeod and Bill Condon. “Faculty Opinion of and Experience with the Writing Portfolio.” Beyond Outcomes: Assessment and Instruction Within a University Writing Program. Ed. Richard H. Haswell.
Westport, CT: Ablex Publishing, 2001. 161–168. Print. Perspectives on Writing, Theory, Research, Practice Volume 5.
Johnson-Shull, Lisa, and Diane Kelly-Riley. “Writes of Passage: Theorizing Writing Center and Writing Assessment Practice.” Beyond Outcomes: Assessment and Instruction Within a University Writing Program. Ed. Richard H. Haswell. Westport, CT: Ablex Publishing, 2001. 83–92. Print. Perspectives on Writing, Theory, Research, Practice Volume
Nelson, Jennie, and Diane Kelly-Riley. “Maintaining a Responsive
Assessment: Students as Stakeholders in a Large-scale Writing Assessment Program.” Beyond Outcomes: Assessment and Instruction Within a University Writing Program. Ed. Richard H Haswell. Westport, CT: Ablex Publishing, 2001. 143–160. Print. Perspectives on Writing, Theory, Research, Practice Volume 5.
Kelly-Riley, Diane. Company Town Legacy. An on-going digital humanities and public humanities project exploring what happens to the company town when the company leaves. https://companytownlegacy.github.io/.