Assessing Writers PDF Download

Author: Carl Anderson
Publisher: Heinemann Educational Books
ISBN:
Category : Education
Languages : en
Pages : 276

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Book Description
Anderson offers smart, ready-to-use ideas for assessment.

Author: Sara Cushing Weigle
Publisher: Cambridge University Press
ISBN: 0521784468
Category : Foreign Language Study
Languages : en
Pages : 14

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Book Description
Writing is one of the central skills a student must master. Why should they be tested? How should they be tested? What tasks should be used? The answers to these questions are provided by this book, which examines the theory behind the practice of assessing a student's writing abilities.

Author: Asao B. Inoue
Publisher: Parlor Press LLC
ISBN: 1602357757
Category : Language Arts & Disciplines
Languages : en
Pages : 347

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Book Description
In Antiracist Writing Assessment Ecologies, Asao B. Inoue theorizes classroom writing assessment as a complex system that is “more than” its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts.

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: Charles R. Duke
Publisher:
ISBN:
Category : Academic writing
Languages : en
Pages : 292

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Book Description
Assessing Writing Across the Curriculum offers guidelines for effective assessment of student writing performance in various content areas such as English, science, mathematics and social studies at the junior or senior high school level. The book suggests a change in teaching methodology in order to make writing a key part of the instructional process. Written by teachers, it offers examples of applications and tools for assessment, concluding with a list of additional resources for further research. Assessing Writing Across the Curriculum addresses issues such as assignment design, communication of expectations, scoring rubric design, and student involvement in writing assessment. It emphasizes writing to learn versus writing to test. This change in emphasis allows the student to understand how writing can contribute to his or her thinking and learning about a subject. The book utilizes the knowledge editors Duke and Sanchez have accumulated in directing National Writing Project sites and in their extensive in-service work on writing assessment with teachers.

Author: Edward Michael White
Publisher:
ISBN: 9780966323368
Category : English language
Languages : en
Pages : 0

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Book Description

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: Khaled Barkaoui
Publisher: Routledge
ISBN: 100020149X
Category : Foreign Language Study
Languages : en
Pages : 182

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Book Description
This book introduces a new framework for analyzing second language (L2) learners’ written texts. The authors conducted a major study on changes and differences in English L2 learners’ writing performance to advance understanding of the nature of L2 writing development over time, in relation to L2 instruction and testing, and to offer a model that professionals and researchers can use in their own longitudinal and cross-sectional studies of L2 writing development. Grounded in research, data, theory, and technology, this will be a welcome how-to for language test developers, scholars, and graduate students of (L2) writing and assessment.

Author: Mya Poe
Publisher: CSU Open Press
ISBN: 9781607328643
Category : Academic writing
Languages : en
Pages : 0

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Book Description
The first principled examination of social justice and the advancement of opportunity as the aim and consequence of writing assessment.

Author: Bob Broad
Publisher: University Press of Colorado
ISBN: 0874214807
Category : Education
Languages : en
Pages : 190

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Book Description
What We Really Value traces the origins of traditional rubrics within the theoretical and historical circumstances out of which they emerged, then holds rubrics up for critical scrutiny in the context of contemporary developments in the field. As an alternative to the generic character and decontextualized function of scoring guides, he offers dynamic criteria mapping, a form of qualitative inquiry by which writing programs (as well as individual instructors) can portray their rhetorical values with more ethical integrity and more pedagogical utility than rubrics allow. To illustrate the complex and indispensable insights this method can provide, Broad details findings from his study of eighty-nine distinct and substantial criteria for evaluation at work in the introductory composition program at "City University." These chapters are filled with the voices of composition instructors debating and reflecting on the nature, interplay, and relative importance of the many criteria by which they judged students' texts. Broad concludes his book with specific strategies that can help writing instructors and programs to discover, negotiate, map, and express a more robust truth about what they value in their students' rhetorical performances.