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Assessment vs. Evaluation
Formative vs. Summative
Feedback• The most powerful single modification that
enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’.
• The manner in which feedback is communicated to students greatly affects whether it has a positive or negative effect on student achievement.
John Hattie, Measuring the effects of schooling. Australian Journal of Education 1992
Fluency, Accuracy, and Complexity in Graded and Ungraded Writing
Kimberly M. Armstrong — Franklin & Marshall CollegeForeign Language Annals - vol. 43, No. 4, Winter 2010
Findings suggested that grades had little effect on student writing, and therefore more frequent and more varied ungraded writing assignments may be a productive pedagogical tool for improving the form and content of student writing.
Informing Writing – the effectiveness of classroom-based formative writing assessment
• Provide feedback that clarifies the goals, responds to student work, beneficial to give feedback to and receive feedback from peers
• Use feedback to adjust instruction• Create clear criteria for writing, collaborate to score writing,
check for interscorer reliability• Provide additional time for writing practice• Collect multiple samples of student writing• Assess student writing in a variety of genres• Use social media to allow students to publish for a variety of
authentic audiences.
Meta-analysis by Vanderbilt Universityas reported in ASCD Education Update, February 2012
Categories of WritingProcess Purpose
1little or no prewritinglittle or no revisionlimited audienceassessed for limited traits
to explore ideas or to express feelings and ideas informally
2more prewriting or more revisingmay shared with peers or classassessed for more than one trait
to inform, interpret or evaluate
3entire writing processlikely to have a wider audiencepossibly published in some wayassessed for all traits
more formal informativeanalytical or position papers
adapted from Strategic Writing, Deborah Dean
-Rhoda Maxwell, Writing Across the Curriculum in Middle and High Schools, 1996
LEVEL I
STYLE: informal (similar to talking to close friends in speech)
AUDIENCE: Writer and, in some cases, teacher and/or peer group
FUNCTION: Thinking through writing, organizing thoughts, generating ideas, developing fluency, helping with memory, keeping track of information
FORMS: journal, responses, lists, brainstorming, mapping, first drafts, notes (from assigned reading, lectures, small-group discussion), developing questions to use in writing reports
EVALUATION: content only, often not evaluated at all
-Rhoda Maxwell, Writing Across the Curriculum in Middle and High Schools, 1996
LEVEL 2STYLE: more formal (similar to talking to someone outside of one’s close circle)
AUDIENCE: writer, classmates, teacher, parents; may not be known well
FUNCTION: organizing thoughts coherently, developing ideas, explaining, informing; writing to inform others about what one knows; practical—to get work done
FORMS: exams, drafts, homework, summaries, reaction papers, responses
EVALUATION evaluated for content and form; common writing conventions expected at grade and ability level
-Rhoda Maxwell, Writing Across the Curriculum in Middle and High Schools, 1996
LEVEL 3STYLE: Formal-similar to giving a formal speech to unfamiliar audience
AUDIENCE: Writer, classmates, teacher, parents, audience outside classroom, unknown audience
FUNCTION: learning the value of error-free writing, reach a wider audience, learning how to edit and proofread
FORMS: business letter, job applications, writing for newspaper, submissions to a school anthology, essays for contests, final reports and projects
EVALUATION: content and form of equal weight; all writing skills expected to be correct, neatness and good handwriting or error-free typing important
“The 6+1 Trait® Writing Model of Instruction & Assessment provides a common language for teachers and students to communicate about the characteristics of writing and establishes a clear vision of what good writing looks like.”
http://educationnorthwest.org/traits
Teaching the traits to students: focus lesson
1. Work on one trait at a time. May revisit same paper(s) for other traits.
2. Start with sample papers that are very strong or very weak in the trait
3. Show paper on overhead/white board
4. Read paper aloud
5. In groups of 2, students rate paper
6. In whole class, compare group scores“Writing Matters: Connecting Instruction and Assessment Using the 6 Trait Model and Writing Across the Curriculum”.
Peer Evaluation
Dr. Deborah Baldini, University of Missouri-St. Louis
Edit #1: Content and OrganizationEditor’s name: _______________________ Author’s name:__________________ 1. Number each paragraph. Use the numbers to make reference to your comments.2. Read the draft carefully.3. Place a check next to each statement you find to be true of this paper:_____ 1. The author followed the directions for the assignment._____ 2. The author utilized the past tenses. _____ 3. The draft is well organized; it has a presentación, a complicación, and a resolución. Please identify these by writing P, C, and R where they occur._____ 4. There is a logical ending; the draft does not simply stop.
If one of the above is not checked, please give the reason(s):
1. Should the author add anything, such as details?2. Does any part need to be moved to improve organization? 3. What is this composition about? 4. What is the best part of this composition? Please give at least two suggestions you feel would improve this paper.
Peer Evaluation, cont.
Dr. Deborah Baldini, University of Missouri-St. Louis
Edit #2 Editor’s name: ___________________________
_____ 1. Appropriate word choice (no English or “Spanglish”)._____ 2. Verbs and subjects agree._____ 3. Correct use of preterite._____ 4. Nouns and adjectives agree. Please add any constructive comments or final recommendations for revision:
Assignment
I SF O WC V C [P]
1 4 4 3 4 4 22 4 4 4 4 3 33
Student
I SF O WC V C [P]
Paul 4 3 2 4 5 3Nina 3 4 4 2 3 4Ian 5 4 4 3 4 3
Individual Student Scores (T & S)
Individual Assignment Scores (T)
Developed by Parkway School District
Writing in the digital age
Process Tools
Audience and Identity Blogging, social network sites
Writing processes Word processing software, Google Docs
Prewriting and researching Mapping and outlining tools, visualization tools like Wordle.net, Bubbl.us, RSS feeds for research, social bookmarking tools like Diigo
Freewriting and collecting Private blogs, twitter accounts, personal journals
Drafting Word processing, wikis which automatically track changes
Revising Highlighting and commenting tools like voicethread, Google docs
Editing Word processing applications – grammar and spell checkers
Publishing Blogs, Web sites, wikis, profile pages, podcasts, digital stories
Multigenre and multimodal writing
Web site creation, slideshow software, digital movie
Electronic portfolio Wikis
A Sampler of Writing Process Strategies as Enhanced by Digital Tools
Adapted from Because Digital Writing Matters
Second-Graders Hone Writing Skills With Twitter
The AP (3/12) reports, "Twitter, the online social networking service that's become popular with celebrities and politicians, is linking second-grade classes in two Maine towns." The students in "Mrs. White's class in Orono" have "been Twittering for about a month with Mr. Thompson's class in Greene, exchanging messages that can't exceed 140 characters." According to WCSH-TV Portland, ME (3/12, Matuszewski) "The classes started exchanging messages, known as Tweets, mid-February." Students write most of their own messages, but, occasionally, the class will write messages as a group. Through the exercise, students learn "lessons in grammar, spelling, math...online security, and digital citizenship."
http://novastartalk.nvcc.edu/
piclits.com
glogster.com
http://digitalis.nwp.org/resource/572
http://digitalis.nwp.org/resource/572
http://digitalis.nwp.org/resource/572
tikatok.com
Downloaded books are $2.99.
www.betterthanworksheets.com/home/test
wallwisher.comexample provided by Julie Hoyt
Closure
ABC….Summarize
