assessment

On the Use of Metawriting to Learn Grammar and Mechanics

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Author: Douglas James Joyce

Summary: In this short article, the author proposes a strategy to support adolescent composition students to develop an awareness of grammatical patterns underlying their writing (errors). The article includes an assignment and student examples.
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Scientific Writing and Technological Change

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Author: Mya Poe and Julianne Radkowski Opperman

Summary: Looking for specific ways to incorporate technology into teaching while leading students through the scientific research process? Noting that writing in science “is a dynamic process that changes quickly with technological change,” this chapter explores specific examples from both high school and college settings that invite students’ dynamic engagement as writers through proposal writing, literature reviews, storying research findings, and peer review. This resource will be of interest to both classroom teachers and those involved in designing professional development programs or seeking ideas for teacher inquiry.
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Because Digital Writing Matters: A Conversation with the Authors

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Summary: The NWP book, Because Digital Writing Matters, examines what teachers, administrators, and parents can do to help schools meet the challenges of digital writing and to equip students with the communication skills they need to thrive in an information-rich, high-speed, high-tech culture. It provides a roadmap for teachers and administrators who are implementing digital writing initiatives in their classrooms, schools, and communities.
Offering practical solutions and models for educators and policymakers involved in planning, implementing, and assessing digital writing initiatives and writing programs, Because Digital Writing Matters examines such questions as the following:

  • What is digital writing?
  • What happens in an effective digital writing classroom?
  • How does digital writing support learning across disciplines?
  • What are fair ways to assess digital writing?
  • How can schools create effective programs to prepare teachers and students to succeed in a digital, interconnected world?

The authors make the case that digital writing is, more than just a skill, a complex activity and mode of thinking that entails, in all grades and disciplines, interfacing with ideas and with the world.
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The Authenticity Spectrum: The Case of a Science Journalism Writing Project

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Author: Angela Kohnen

Summary: Although learning to write like science reporters was initially designed to help students develop scientific literacy, the SciJourn project became much more — a key to high school students’ engagement as learners, researchers, and writers and their teachers’ opportunity to explore “real world” genre-based writing assignments and assessment. This article provides a rich discussion with specific examples for learning to develop assignments and learning experiences that take into account “functional authenticity.” Those designing professional development, grants, summer institutes, or study groups on topics such as disciplinary literacy, genre, or authentic learning/writing will find ample food for thought!
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On the Verge of Understanding: A District-Wide Look at Student Writing

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Author: Kathleen Reddy-Butkovich

Summary: This article offers an account of how to look at student writing using a simple but effective protocol, asking what students have accomplished and what they are “on the verge of” accomplishing. Although the article features elementary teachers collaborating, the protocol will be a useful framework for educators at all levels.
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The Birth and Death of Portfolio Assessment

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Author: Pauline Sahakian

Summary: Although this short article is ostensibly about portfolio assessment, the author warns that promising teaching practices will only endure if mentors facilitate ongoing conversations about the hows, whens, and whys of practice. In other words regular practices cannot be taken for granted; mentors and facilitators cannot assume new leaders will simply take up time-honored practices.
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Portfolios That Make a Difference: A Four-Year Journey

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Author: Judith Ruhana

Summary: In this article, a teacher recaps her journey with portfolio assessment over four years. The writer shows how teachers can and need to adjust their teaching based on their students’ reflections on learning. The article will be of interest to teachers grappling with issues of assessment and grading. It includes rich samples of student writing and useful rubrics.
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A Snapshot of Writing Instruction in Middle Schools and High Schools

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Author: Arthur N. Applebee and Judith A. Langer

Summary: This 2011 article describes research which updates earlier work and which addresses the following questions: How much writing do students do? Who reads what students write? What is the effect of high-stakes tests on writing instruction? What kinds of writing instruction do teachers emphasize? How has technology influenced the teaching of writing? From writing tasks and genres to standards-based writing and writing in the disciplines, the authors present readers with reminders that writing can contribute to learning and deepen understanding. Teachers and teacher groups may use this article to spur discussion of ways to go beyond test-focused writing assignments by offering students the chance to develop writings based on their reflections, interests, and contemporary connections to learning.
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National Writing Project Offers High-Quality Writing Assessment Services

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Summary: Over an eight-year period, the National Writing Project created and refined the Analytic Writing Continuum (AWC) Assessment System, originally based on the framework of the Six +1 Trait Writing Model (Bellamy, 2005), for research and instructional purposes. Unlike the holistic scores used in most large-scale writing assessments, which offer limited information about how improvements in student writing may be achieved, the AWC provides accurate assessment of both holistic and important performance attributes of writing. Teacher study groups or advanced institutes interested in advancing their knowledge of assessment for writing can use the AWC research brief to draft recommendations and to provide information to school stakeholders.
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Expressive Writing in the Science Classroom

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Author: John Dorroh

Summary: In this account of expressive writing in the science classroom, teacher John Dorroh introduces writing to build students’ curiosity, inviting them to wonder, to ask questions, and to imagine. In the process Dorroh wrestles with the issue of assessment and also demonstrates the importance of teacher-as-writer as he writes along with his students.
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