Successful Student Writing through Formative Assessment PDF Download

Author: Harry Grover Tuttle
Publisher: Routledge
ISBN: 131792438X
Category : Education
Languages : en
Pages : 144

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Book Description
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!

Author: Mark Overmeyer
Publisher: Stenhouse Publishers
ISBN: 1571107134
Category : Education
Languages : en
Pages : 138

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Book Description
This book provides practical suggestions for teachers of writing. Framed within the context of writing workshop, the book examines the reasons for reading student work and provides various methods for helping students improve as writers.--[book cover].

Author: Mary Ann Smith
Publisher: Teachers College Press
ISBN: 0807775541
Category : Education
Languages : en
Pages : 114

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Book Description
Many writing teachers are searching for a better way to turn student writing into teaching and learning opportunities without being crushed under the weight of student papers. This book introduces a rubric designed by the National Writing Project—the Analytic Writing Continuum (AWC)—that is making its way into classrooms across the country at all grade levels. The authors use sample student writing and multiple classroom scenarios to illustrate how teachers have adapted this flexible tool to meet the needs of their students, including using the AWC to teach revision, give feedback, direct peer-to-peer response groups, and serve as a formative assessment guide. This resource also discusses how to set up a local scoring session and how to use the AWC in professional development. Book Features: Introduces teachers to a powerful assessment system and teaching tool to support student writing achievement.Offers a diagnostic tool for guiding students toward a common understanding of the qualities of good writing.Provides ideas for helping students learn from models and give productive feedback to peers.Illustrates ways to adjust the AWC to various grade levels and different teaching goals. “Smith and Swain reveal how the Analytic Writing Continuum assessment tool can be used as a catalyst for a deeper understanding of writing and a source for a common language for teaching and learning writing. I would recommend this book to all involved in the process of English language arts curriculum and instruction.” —Jessica Early, Arizona State University “As a teacher of diverse students in myriad grades, I've found the Analytic Writing Continuum to be an invaluable tool. If you teach writing, you need this book!” —Bob Crongeyer, codirector, Area 3 Writing Project at UC Davis

Author: Sarah Beck
Publisher: Teachers College Press
ISBN: 0807777323
Category : Education
Languages : en
Pages : 155

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Book Description
The think-aloud approach to classroom writing assessment is designed to expand teachers’ perspectives on adolescent students as writers and help them integrate instruction and assessment in a timely way. Emphasizing learning over evaluation, it is especially well-suited to revealing students’ strengths and helping them overcome common challenges to writing such as writer’s block or misunderstanding of the writing task. Through classroom examples, Sarah Beck describes how to implement the think-aloud method and shows how this method is flexible and adaptable to any writing assignment and classroom context. The book also discusses the significance of the method in relation to best practices in formative assessment, including how to plan think-aloud sessions with students to gain the most useful information. Teachers required to use rubrics or other standardized assessment tools can incorporate the more individualized think-aloud approach into their practice without sacrificing the rigor and consistency more regulated approaches require. “Details how both students and teachers can benefit from engaging in this practice, and does so in ways that allow readers to adapt it to their own situations.” —Peter Smagorinsky, University of Georgia “This is the first truly new way of thinking about assessing writing that I have encountered in a long time.” —Heidi L. Andrade, University at Albany–SUNY “An invaluable guide for using think-aloud formative assessments to gain insight into student writing development. Every high school and college writing instructor should read it!” —Amanda J. Godley, University of Pittsburgh

Author: Lynne R. Dorfman
Publisher: Stenhouse Publishers
ISBN: 1625311338
Category : Educational evaluation
Languages : en
Pages : 202

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Book Description
Learning more about our writers with formative assessment. The tools and strategies you need to use formative assessment to establish an environment where students will internalize ways that they can assess their own writing and become independent writers. This hands-on guide shares methods for collecting and managing information, and shows practical, simple, and concise ways to document student thinking. In the accompanying online videos, the authors demonstrate conferences with individual writers, small groups, and whole groups. Quick, easy-to-manage assessment methods emphasize that formative assessment do not have to take a long time to be worthwhile and effective. Vignettes from classroom teachers, principals, and authors add a variety of perspectives and classroom experiences on this important topic. -- Provided by publisher.

Author: Susan Lang
Publisher: Routledge
ISBN: 1317923057
Category : Education
Languages : en
Pages : 211

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Book Description
This book shows you how to improve student achievement by providing them with frequent feedback on their work. It provides a step-by-step process to help you write good questions that asses student learning, design your own formative assessments, administer short-cycle assessments, analyze and use data to shape instruction, prepare your students for high-stakes tests, and includes activities and forms to walk you through the process step by step.

Author: National Writing Project
Publisher: John Wiley & Sons
ISBN: 0787980676
Category : Education
Languages : en
Pages : 144

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Book Description
This updated edition of the best-selling book Because Writing Matters reflects the most recent research and reports on the need for teaching writing, and it includes new sections on writing and English language learners, technology, and the writing process.

Author: Julia Strong
Publisher: McGraw-Hill Education (UK)
ISBN: 0335250203
Category : Education
Languages : en
Pages : 256

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Book Description
Talk for Writing, developed by Pie Corbett and supported by Julia Strong, is a proven approach to teaching writing that is engaging and motivating for students and teachers alike. Building on best practice, this practical guide takes you step by step through how to establish quality written communication across the secondary curriculum. It can be used as a handbook by a literacy coordinator to lead the approach as well as being a source of practical ideas for each subject area. Every teacher can help students internalize the pattern of language of their subject through focused talk activities related to exemplar text. This enables students to independently generate the sentence patterns and structures that are key to effective communication in any subject. Julia Strong puts the experience of the learner at the centre. By establishing some consistent approaches across the curriculum, the learner can see how what they learn in one area can be transferred to support learning in another. The approach progressively builds up students' linguistic competence involving them in co-constructing the next steps they need to take to make progress. This practical resource offers: • Wide range of examples from all subject areas with a particular focus on science • Online Learning Centre with training session with teachers showing Talk for Writing in action suitable to use on training days to help introduce and embed the approach • Over 80 customisable handouts downloadable from the Online Learning Centre • Customisable PowerPoint slides to train all staff in the approach Thoroughly grounded in the principles of formative assessment, Talk for Writing if systematically applied across the curriculum really can turn secondary students into powerful communicators. Try it, it works! 'Silent classrooms do not lend themselves to progress, the Foreword to this important new book reminds us. What follows is an exceptionally well-informed and practical guide to how high quality talk can lead to high quality writing. I strongly recommend it for all teachers across all subjects'. Geoff Barton, Headteacher of King Edward VI School, Suffolk, UK, author and speaker

Author: Sally Hampton
Publisher: International Reading Assn
ISBN: 9780872077751
Category : Education
Languages : en
Pages : 125

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Book Description
This is one in a series of handy grade-level guides providing concrete suggestions for formative assessment to foster improved student learning. Complete with extensive student samples, each book offers ideas for supporting learners as they write across genres.

Author: Sandra Murphy
Publisher: Taylor & Francis
ISBN: 1000775453
Category : Language Arts & Disciplines
Languages : en
Pages : 149

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Book Description
In this book, authors Murphy and O’Neill propose a new way forward, moving away from high-stakes, test-based writing assessment and the curriculum it generates and toward an approach to assessment that centers on student learning and success. Reviewing the landscape of writing assessment and existing research-based theories on writing, the authors demonstrate how a test-based approach to accountability and current practices have undermined effective teaching and learning of writing. This book bridges the gap between real-world writing that takes place in schools, college, and careers and the writing that students are asked to do in standardized writing assessments to offer a new ecological approach to writing assessment. Murphy and O’Neill’s new way forward turns accountability inside out to help teachers understand the role of formative assessments and assessment as inquiry. It also brings the outside in, by bridging the gap between authentic writing and writing assessment. Through these two strands, readers learn how assessment systems can be restructured to become better aligned with contemporary understandings of writing and with best practices in teaching. With examples of assessments from elementary school through college, chapters include guidance on designing assessments to address multiple kinds of writing, integrate reading with writing, and incorporate digital technology and multimodality. Emphasizing the central role that teachers play in systemic reform, the authors offer sample assessments developed with intensive teacher involvement that support learning and provide information for the evaluation of programs and schools. This book is an essential resource for graduate students, instructors, scholars and policymakers in writing assessment, composition, and English education.