This second edition has been fully updated to include the views of students and recent developments in remote assessment, plagiarism, grading and feedback tools.
Author: Catherine Haines
Category: College prose
"Assessment is one of the most powerful tools in teaching, yet it is rarely measured in effort, time and effectiveness and is often done alone, against the clock and with minimal training. This practical and realistic book is designed to help practitioners who wish to improve their impact in assessing a large and diverse range of students. This second edition has been fully updated to include the views of students and recent developments in remote assessment, plagiarism, grading and feedback tools. The second half of the book considers the main assessment methods, with advice addressing common challenges. It will help newer assessors to: clarify their role and make the best use of time and technology gain confidence with assessment terms and processes give motivating feedback and support student writing tailor their approach and learn from practitioners within their discipline to extend their current range of solutions consider in more depth: essays, reports and projects, practicals and fieldwork, mathematically-based learning and exams. Both newly appointed and more experienced lecturers in further and higher education, post-graduate students, part time staff and graduate teaching assistants will find this an invaluable guide and reference tool"--
Introduction This book aims to help you to cope with the many demands which assessing students ' written work may make on you . It is written in response to
many years of helping teachers in higher education face up to the challenges of
Author: Catherine Haines
Publisher: Psychology Press
Assessment is one of the most powerful tools in teaching yet it is rarely measured in effort, time and effectiveness and it is usually done alone and against the clock. This book aims to clarify the concepts and issues.
"This study investigated the effects of four different forms of feedback on alleviating the stress teachers face when managing time spent on assessing work, while identifying which method improved student results.
Author: Edward Potts
Category: Action research in education
"This study investigated the effects of four different forms of feedback on alleviating the stress teachers face when managing time spent on assessing work, while identifying which method improved student results. Students involved in this study were given comments using a "traditional," "online," "multi-media," and Utah Write Online Assessment method of feedback. My goal was to find an assessment method that lessened the amount of time teachers spend on grading, while improving the writing skills of students. To come to this conclusion, I monitored the benefits and shortcomings of a variety of feedback methods. I also surveyed and interviewed my students to determine which method of feedback they felt had the greatest impact on their writing. Finally, I collected scores on subsequential writing assessments, as well as rewrites on the various prompts given during this study. This mixed method, teacher action research approach allowed me to identify the most effective way to assess my students in the future. The Utah Write Online Assessment program was the most beneficial in eliminating time spent on grading, but it did not show dramatic improvements in student writing. The "multi-media" was the most effective in improving student results while saving time for teachers. More importantly, this study revealed that the method of feedback is secondary to the relationship that is formed between the student and the teacher."--author's abstract.
In this book, Troy Hicks - a leader in the teaching of digital writing - collaborates with seven National Writing Project teacher consultants to provide a protocol for assessing students' digital writing.
Author: Erin Klein
Publisher: Teachers College Press
In this book, Troy Hicks - a leader in the teaching of digital writing - collaborates with seven National Writing Project teacher consultants to provide a protocol for assessing students' digital writing. This collection highlights six case studies centered on evidence the authors have uncovered through teacher inquiry and structured conversations about students' digital writing. Beginning with a digital writing sample, each teacher offers an analysis of a student's work and a reflection on how collaborative assessment affected his or her teaching. Because the authors include teachers from kindergarten to college, this book provides opportunities for vertical discussions of digital writing development, as well as grade-level conversations about high-quality digital writing. The collection also includes an introduction and conclusion, written by Hicks, that provides context for the inquiry group's work and recommendations for assessment of digital writing.
In Successful Student Writing Through Formative Assessment, educator and international speaker Harry G. Tuttle shows you how to guide middle and high school students through the prewriting, writing, and revision processes using formative ...
Author: Harry Grover Tuttle
Use formative assessment to dramatically improve your students’ writing. In Successful Student Writing Through Formative Assessment, educator and international speaker Harry G. Tuttle shows you how to guide middle and high school students through the prewriting, writing, and revision processes using formative assessment techniques that work. This brand new set of strategies includes real writing samples plus easy-to-use applications that will allow you to monitor, diagnose, and provide continual feedback to your students. You'll help them perfect their written communication skills and ready them for further growth. Tuttle offers tips on breaking large writing assignments into several smaller tasks, identifying red flags, varying your feedback methods, and more. Enhance your instruction by assessing students at specific points throughout the writing process, and help them to become better writers as a result!
This vital book will help readers create a cohesive, institution-wide system that keeps students, faculty, and administrators on the same page.
Author: Barbara E. Walvoord
Publisher: John Wiley & Sons
Step-by-step guidance for shaping better writers while keeping faculty workloads manageable Effective communication is a critical skill for many academic disciplines and careers, and so colleges and universities and their faculty members are rightfully committed to improving student writing across the curriculum. Guiding and assessing student writing in classrooms, general education, and departments takes knowledge, planning, and persistence, but it can be done effectively and efficiently. Written in the concise, accessible style Barbara Walvoord is known for, Assessing and Improving Student Writing in College: A Guide for Institutions, General Education, Departments, and Classrooms offers administrators, program chairs, general education leaders, and classroom instructors the guidance they need. The book provides concrete suggestions for how to: Articulate goals for student writing Measure student writing Improve student writing Document that improvement The book begins by addressing four basic concepts: what we mean by writing, what we mean by "good" writing, how students learn to write, and the purposes of assessment. Next, Walvoord explains the various approaches and methods for assessing writing, urging a combination of them adapted to the institution's purposes and political context. After this introduction, successive chapters offer realistic, practical advice to institution-wide and general education leaders, department members, and classroom instructors. Walvoord addresses issues such as how to engage faculty, how to use rubrics, how to aggregate assessment information at the department and institutional levels, and how to report assessment information to accreditors. The chapter for classroom instructors offers practical suggestions: how to add more writing to a course without substantially increasing the grading load; how to construct writing assignments, how to make grading and responding more effective and time-efficient, how to address grammar and punctuation, and how to support students whose native language is not English. The book also includes four helpful appendices: a taxonomy of Writing Across the Curriculum (WAC) and Writing in the Disciplines (WID) programs; sample outlines for faculty development workshops; a student survey on teaching methods instructors can use to inform their choices in the classroom; and a student self-check cover sheet designed to help students take ownership of their own learning and responsibility for turning in complete, correct assignments. Practical, step-by-step guidance for each point in the assessment and improvement process creates a cohesive, institution-wide system that keeps students, faculty, and administrators on the same page.
PRAISE FOR THE SECOND EDITION OF WRITING ASSESSMENT AND INSTRUCTION FOR STUDENTS WITH LEARNING DISABILITIES "Well-written and organized, and filled with practical strategies, this book should be required reading for every educator dedicated ...
Author: Nancy Mather
Publisher: John Wiley & Sons
A hands-on guide for anyone who teaches writing to students with learning disabilities This valuable resource helps teachers who want to sharpen their skills in analyzing and teaching writing to students with learning disabilities. The classroom-tested, research-proven strategies offered in this book work with all struggling students who have difficulties with writing-even those who have not been classified as learning disabled. The book offers a review of basic skills-spelling, punctuation, and capitalization-and includes instructional strategies to help children who struggle with these basics. The authors provide numerous approaches for enhancing student performance in written expression. They explore the most common reasons students are reluctant to write and offer helpful suggestions for motivating them. Includes a much-needed guide for teaching and assessing writing skills with children with learning disabilities Contains strategies for working with all students that struggle with writing Offers classroom-tested strategies, helpful information, 100+ writing samples with guidelines for analysis, and handy progress-monitoring charts Includes ideas for motivating reluctant writers Mather is an expert in the field of learning disabilities and is the best-selling author of Essentials of Woodcock-Johnson III Tests of Achievement Assessment
This book outlines in an accessible manner the major tenets of research in the field and provide language teachers with guidelines to design and develop suitable writing assessment tasks for their students.
Author: Sara Cushing Weigle
Publisher: Cambridge University Press
Category: Business & Economics
The assessment of language learners is having a growing impact in English language teaching and applied linguistics. A formal evaluation of students writing abilities is important for language teachers in order to assess the pedagogical needs of their students. While there has been a considerable body of work undertaken on assessing the writing abilities of native speakers, the issues surrounding the assessment of second language learners writing abilities are still emerging. At present, no one volume has explored these issues and their implications for language teaching practitioners wishing to evaluate their students writing. This book outlines in an accessible manner the major tenets of research in the field and provide language teachers with guidelines to design and develop suitable writing assessment tasks for their students.
Ae Assessment The most unpleasant part of all teaching for me is the mandated assessment . What a learner has or has not accomplished cannot be measured
in a number or letter grade . Writing a verbal assessment of a student ' s work ...
Author: Gloria Houston
Publisher: Allyn & Bacon
Category: Language Arts & Disciplines
The innovative concept of learning to write in the real world is the basis for this book of model lesson plans, visual organizers, strategies, and assessments.
Assessing the Writing Process Teachers who plan to teach written language in
the schools need to understand the developmental writing process : the
preplanning before beginning to write , writing drafts , revising and editing written work ...
Author: Cathleen G. Spinelli
Publisher: Prentice Hall
Written for future teachers and experienced educators, Classroom Assessment for Students in Special and General Education, second edition provides the skills needed to effectively use assessment, particularly informal assessment, in understanding the needs of the whole student. The primary book on classroom assessment procedures is now revised with the latest in authentic, curriculum and performance-based assessment measures with direct connections to instruction, IEP development, and reporting to parents. The focus is on providing teachers with a variety of assessment procedures, the why, what and how of testing, directions on how to construct, administer, score, interpret, graph, monitor, write, and report assessment results. General K-12 Inservice Teachers.
This book explores the application of an innovative assessment approach known as Dynamic Assessment (DA) to academic writing assessment, as developed within the Vygotskian sociocultural theory of learning.
Author: Prithvi N. Shrestha
This book explores the application of an innovative assessment approach known as Dynamic Assessment (DA) to academic writing assessment, as developed within the Vygotskian sociocultural theory of learning. DA blends instruction with assessment by targeting and further developing students’ Zone of Proximal Development (ZPD). The book presents the application of DA to assessing academic writing by developing a set of DA procedures for academic writing teachers. It further demonstrates the application of Hallidayan Systemic Functional Linguistics (SFL), combined with DA, to track undergraduate business management students’ academic writing and conceptual development in distance education. This work extends previous DA studies in three key ways: i) it explicitly focuses on the construction of a macrogenre (whole text) as opposed to investigations of decontextualized language fragments, ii) it offers the first in-depth application of the powerful SFL tool to analyse students’ academic writing to track their academic writing trajectory in DA research, and iii) it identifies a range of mediational strategies and consequently expands Poehner’s (2005) framework of mediation typologies. Dynamic Assessment of Students’ Academic Writing will be of great value to academic writing researchers and teachers, language assessment researchers and postgraduate students interested in academic writing, alternative assessment and formative feedback in higher education.
Written work serves as an excellent way to assess students ' ability to organize
thoughts , research topics , and develop new ideas . In evaluating written projects
, the teacher should look to see how well students have developed their thoughts
Author: Allan C. Ornstein
Publisher: Allyn & Bacon
This book presents preservice and novice teachers with relevant instructional methods, strategies, and techniques to help them develop an understanding of how literacy instruction impacts the entire K-8 curriculum. Students' success in school, particularly in these days of vigorous academic standards and high-stakes testing, is related to their abilities to read, comprehend, analyze, and reflect through critical thinking, writing, and computer interactions. The authors demonstrate solid instructional practices that emphasize reading and related literacy development through the content subjects in each grade-K-8. Preservice and Novice teachers.
Through both formal and informal methods , assessment is inherent in the work of
teaching writing although it is a type of work often disdained and misunderstood (
Belanoff “ Myths , ” “ Toward ” ) . Although important to students ' development ...
Author: Pamela Takayoshi
Publisher: Hampton Press (NJ)
Category: Language Arts & Disciplines
The changing nature of the workforce and the increasing presence of technologies in composition studies promise to affect not only the ways we work, but the very shape of the discipline. This volume takes on the challenge of thinking about the intersections of work, technology, and composition studies in ways that are unprecedented. These areas interact in numerous and significant ways, yet the focus is often on the concepts in isolation from one another. Authors in this collection explore technology and labor issues across a range of institutional locations to focus on working as scholars, administrators (of writing programs, writing across the curriculum programs, assessment programs), teachers, workers held accountable to bureaucrats, and gendered and raced workers, and the future roles compositions will adopt in the university and how technology affects those identities. The chapters address the nature of composition labor in a technological society, the new geographies of composition, variety of identity and agency that are enabled and denied, academic labor outside the classroom and academy, and how virtuality impacts labor. They provide varied perspectives on what issues are [of] import and alert researchers and teachers that a serious consideration of labor and writing technologies are needed to expand notions of what composition studies can and must be. --Publisher's description.
They collect the students ' work in folders and have the students review their work
and write letters explaining which ... Assessment of Educational Progress ( NAEP
) has begun exploring alternative methods of assessing students ' writing ...
Author: Claudia Gentile
Category: English language
This report describes the procedures used to collect, describe, and evaluate school-based writing in a special pilot portfolio study conducted by the National Assessment of Educational Progress (NAEP) to explore portfolios as an alternative method of assessing students' writing achievement. The report has three main purposes: (1) to explore procedures for collecting classroom-based writing from students around the country; (2) to develop methods for describing and classifying the variety of writing submitted; and (3) to create general scoring guides that could be applied across papers written in response to a variety of prompts or activities. The report is divided into four chapters. Following an introduction, the first chapter describes the writing received from the students and information from participating teachers about the activities that generated the writing. Chapter 2 explains the procedures used to evaluate the writing students submitted as well as the results of this evaluation. Chapter 3 compares the results of the NAEP 1990 writing assessment with the analysis of participants' school-based writing samples and summarizes the lessons learned from the portfolio study. Chapter 4 contains a set of sample papers, further illustrating how the evaluative guides can be applied and presenting a sense of the range and depth of writing received from participating students. Appendixes contain information on demographic characteristics and on students' performance by process strategies. (SR)
The next section analyzes how teachers gather examples of student's work for assessment . ... Many teachers are increasingly using the portfolios as a means
of storing and showing student writing because of the increased amount of writing ...
"Filled with easy-to-implement ideas, clearly explained. This book helps teachers differentiate with confidence.
Author: Carolyn Chapman
Publisher: Corwin Press
Use writing as a tool for helping students master content! This updated edition of a best-selling book offers explicit strategies for differentiating writing instruction to help students learn content and develop as writers. The authors address how to create a climate for writing, use flexible groupings, differentiate instruction, and assess student writing. Offering new strategies and activities for effective writing instruction, this second edition: Covers informational text writing and critical thinking skills Includes guidance for working with English language learners Discusses current research about writing and learning Offers expanded coverage of assessment methods and tools
12 In addition to asking students to assemble a portfolio from the work they have
collected for their classes , students are ... They collect the students ' work in
folders and have the students review their work and write letters explaining which
These observations can be useful in documenting and assessing a student ' s
growth and offer important sources of ... Observation checklists , student work on written assessments , and other examples of students ' written work can be ...
Part of a K-5 mathematics curriculum, with curriculum units for classroom use and resources for teachers; the Investigations curriculum was developed at TERC, formerly Technical Education Research Centers.
For more on public speaking , see the nearby box , “ Lesson Plans That Work :
Public Speaking . " Assessing Student Progress in Writing At the middle - school
and high - school levels , teachers need to assess different kinds of student writing ...
Author: Frank Bowe
Publisher: Prentice Hall
For the Inclusion/Mainstreaming course. Born of the author's extensive experience in preparing teachers, this accessible, categorical inclusion text offers a practical perspective on inclusion in today's multicultural, multilingual, and broadly diverse classrooms. The author offers this perspective while simultaneously challenging pre-service and in-service teachers with a relatively new way of thinking about teaching: universal design in education. A thorough discussion of the foundations of inclusion and of the law at the beginning of the text is followed by specific disability chapters, methods chapters, and content area chapters. Each of the chapters (except for the foundational chapters in Part I) contain practical strategies and methods for the preservice teacher in all age groups.
One of the best ways to do this is to take samples of writing from previous classes
and ask students to read them and “ score ... For this reason , students should
have experience with holistic assessment of their work and participate in the ...
Author: Charles R. Duke
Contains a collection of twenty-one essays that provide a guide for assessing and teaching writing in content areas, such as English, science, mathematics, and social studies, for the upper levels of high school, and describes different methods for teaching, assignments and how to grade them, and staff development.