Leave a Reply below. Beginning with a thorough examination of the history of writing assessment in Part One: Foundations, the authors move on to present models of writing assessment in Part Two:
Thursday, December 22, Representations of Student Work and Assessment Scores databases As we move toward the end ofhere is a nice little article from Noblesville, Indiana about using FileMaker Pro to make assessment data accessible to teachers.
According to William Fouts, Data Dashboard can instantly pull ISTEP assessment information for individual students or groups of students and graphically display how those scores compare to previous year's scores, how they compare to the average scores in each school as well as state averages.
The juxtaposition of an article about using a database to more effectively represent student scores on ISTEP and Yancey's article is a bit strange.
But, I think there is an important issue in both pieces--how teachers see not only student work but also the results of student assessments relates to the usefulness of the assessment.
If assessment data are buried and impossible to read, then the data does not provide formative feedback. It's a dead end. However, if only scores are represented for writing proficiency--that is, if the complex and multiple performance that constitute a student's writing abilities are reduced to a single number or letter--then the teacher is still getting a limited picture of the student's abilities as a writer.
The potential to use database programs on the local level, as Dan Chapin and Tim Sturgeon have done at Noblesville Middle School, to represent student writing abilities is well worth discussing.
Eportfolios running through OSPI are one way of tackling this question. What I find intriguing about Chapin and Sturgeon's work is that it is a great example of innovation within the schools. Assessment data must be useful, and teachers and principals are an--if not the--essential audience for this data.
When they start shaping the IT for their own needs, we are moving in the right direction. Why these links are hot Although I will begin a review of the top writing assessment stories in Dec. I went ahead and included the sponsored links, because they also tell a story.
It's a sponsored link, so although the College Board is important, take its placement at the top of the Google list with a grain of salt. The next spot--and the true number is held by a "6 Traits" page.
Number 2 on the list is "Writing Assessment Services," a tutor who specializes in working with home schoolers. Number 9 is a cool, but dated bibliography from by Janet Pariza from Northern Illinois University. The ranking of these top five is curious.
Surely NCTE deserves higher billing than a tutor for home schoolers, who is hanging out his shingle on an aol.
But "deserves" is a funny word in the world of Google ranks. Links and hits count. The TCAP ranking is fascinating. Why is the Tennessee test in the top five Google links today? The title of this post promised answers.
I don't have them, but let's note the current standings and see how things change over time. Some interesting comments on assessment, plagarism and cultural issues.
The Japan Times gives a fuller version of Landgraf's comments: However, a decade of ETS research on the English language and how people communicate in practical, everyday circumstances has confirmed the need for assessments that reflect more authentic tasks such as those encountered in the global business environment.
This area of writing assessment is not discussed enough by L1 compositionists within the U. Gregoire' plan would give funds to schools where students do not pass. This approach is distinct from states such as Florida where schools are punished in terms of funding when a substantial number of students do not pass stante-mandated tests e.
The and studies provide a snap shot of writing in American schools. The NAEP criteria and framework for writing include narrative, persuasive, and informative types of writing. They also ask for students to compose in a variety of genres and formats, such as "writing a letter to the editor of a newspaper, offering advice to younger students, reporting to a school committee, and writing a story based on a poem.
Understanding the NAEP method may be an effective way for developing alternative forms of writing assessment that measure individual student's writing abilities. The challenge facing NAEP is how to measure the changing forms of writing. How does one account for the impact of information and communication technology ICT on student writing?
Where the heck would blogs fit in?APA Citation. Huot, Brian A. () (Re)articulating writing assessment for teaching and learning MLA Citation. These citations may not conform precisely to your selected citation style.
Please use this display as a guideline and modify as needed. writing assessment in a way that enhances teaching. Although adminis- Brian Huot refers to this process as creating a “culture of assessment” in his book, (CAAP) test, which uses multiple-choice grammar questions and timed short-essay prompts to report our student’s writing skills.
In the Composition Program, how-.
Validating Holistic Scoring for Writing Assessment: Theoretical and Empirical Foundations by Marcia Farr (Editor), Brian Huot, Michael M. Williamson starting at $ Validating Holistic Scoring for Writing Assessment: Theoretical and Empirical Foundations has 1 available editions to buy at Alibris.
Students practice their writing skills while also thinking about how responsible, creative, and hard working they are.
One assessment has. Subjects: Social Studies - History, Geography.
Grades: 2 nd, 3 rd, 4 th. Types: Workbooks This is a unit test that goes along with the unit packet I created on the force of magnetism.
That packet an. Feb 25, · Brian Huot's work is very clear on this issue). Although test designers are careful about their claims for the exam's validity, the larger organization of the College Board is almost certainly extending claims about the exam that lead to statements like Walter's.
References 1. Huot, Brian A., (Re)articulating Writing Assessment for Teaching and Learning, Logan: Utah State University Press, 2. Johnson, Carol Siri, “The Analytic Assessment of Online Portfolios in Undergraduate Technical Communication.