National strategies writing assessment guidelines for teachers
Members of the community are in the best position to guide decisions about what assessments will best inform that community. In this context, assessments that make use of substantial and sustained writing processes are especially important.
Assessment for learning strategies
The requirement is now for joined handwriting to meet the expected standard. At Greater Depth, pupils must be able to consciously control the level of formality, and recognise that certain features of spoken language e. Where pupils have used these words in their writing, they must be spelt mostly correctly. Are we sometimes over-helping, pointing out corrections before a child has had a chance to find them for themselves? Direct assessment in the classroom should provide response that serves formative purposes, helping writers develop and shape ideas, as well as organize, craft sentences, and edit. Reflection by the writer on her or his own writing processes and performances holds particular promise as a way of generating knowledge about writing and increasing the ability to write successfully. Furthermore, assessments that are keyed closely to an American cultural context may disadvantage second language writers. Assessment for School Admission Admissions tests are not only high stakes for students, they are also an extremely important component for educational institutions determining if they and a student are an appropriate match. In spite of the diverse uses to which writing assessment is put, the general principles undergirding it are similar: Assessments of written literacy should be designed and evaluated by well-informed current or future teachers of the students being assessed, for purposes clearly understood by all the participants; should elicit from student writers a variety of pieces, preferably over a substantial period of time; should encourage and reinforce good teaching practices; and should be solidly grounded in the latest research on language learning as well as accepted best assessment practices. It may be tempting to choose an inexpensive, quick assessment, but decision-makers should consider the impact of assessment methods on students, faculty, and programs. Writing is by definition social. Best assessment practice clearly communicates what is valued and expected, and does not distort the nature of writing or writing practices. The easy availability of this research to practitioners makes ignorance of its content reprehensible.
Because assessment offers information about student performance and the factors which affect that performance, it is an important way for programs or departments to monitor and develop their practice.
The goals or outcomes assessed should lead to assessment data which is fed back to those involved with the regular activities assessed so that assessment results may be used to make changes in practice.
For example, a pupil may produce an independent piece of writing which meets many of the statements relating to composition and the use of grammar, but they did not demonstrate independent spelling where the teacher has provided the pupil with domain specific words or corrected their spelling.
Assessment should be developed in consultation with high school writing teachers. Decision-makers should carefully weigh the educational costs and benefits of timed tests, portfolios, directed self placement, etc.
Problems with assessment for learning
In addition, a specific learning difficulty does not automatically constitute a particular weakness which would prevent an accurate judgement. The same overall standard must be applied equally to all pupils. The requirement is now for joined handwriting to meet the expected standard. Direct assessment in the classroom should provide response that serves formative purposes, helping writers develop and shape ideas, as well as organize, craft sentences, and edit. A key point to consider is the role of the adult in prompting or aiding edits and enhancements. Decision-makers should carefully weigh the educational costs and benefits of timed tests, portfolios, directed self placement, etc. Thus students are not arbitrarily punished for linguistic differences that in some contexts make them more, not less, effective communicators. Furthermore, assessments that are keyed closely to an American cultural context may disadvantage second language writers. The return on investment from the direct assessment of writing by instructor-evaluators includes student learning, professional development of faculty, and program development.
These criteria should be clearly communicated to students in advance so that the students can be guided by the criteria while writing. See also" A true purpose for writing - moving on in looking at primary writing ".
Derive writing from reading The new annotations in the exemplification clearly reference where the pupil has drawn and modelled their writing from reading.
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