Ncte writing assessment
Thus, assessment provides opportunities and occasions for writers to know where they might be headed in a piece of writing.
The return on investment from the direct assessment of writing by instructor-evaluators includes student learning, professional development of faculty, and program development.
Best assessment practice is undertaken in response to local goals, not external pressures. Best assessment practice results from careful consideration of the costs and benefits of the range of available approaches.
Characteristics of written assessment
The goal is to make more relationships available, not fewer. In settings where writers receive feedback, it also means that writers learn to consider how to respond to feedback in revision. Ideally, writing ability must be assessed by more than one piece of writing, in more than one genre, written on different occasions, for different audiences, and responded to and evaluated by multiple readers as part of a substantial and sustained writing process. Applications to Assessment Settings The guiding principles apply to assessment conducted in any setting. For teachers of writers, this means that we can liken the practice of assessment to driving a car—we will see some fixed data e. Writing assessment should articulate and communicate clearly its values and expectations to all stakeholders, especially students and, if applicable, parents. Anson, Ian G. This includes providing writers with opportunities for collaboration, including but not limited to collaborative planning, drafting, reviewing, revising, and editing of writing. They should be able to pursue their purposes by consciously adapting their writing both to the contexts in which it will be read and to the expectations, knowledge, experiences, values, and beliefs of their readers. Writers start in different places. A corollary to this statement is that assessment practices and criteria should change as conceptions of texts and values change.
Even when the placement process entails direct assessment of writing, the system should accommodate the possibility of improper placement.
Instructors need to be provided time, space and tools to facilitate effective feedback to students.
Ncte writing assessment
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. From this foundation, the principles and enabling conditions form the foundation of sound writing instruction in postsecondary settings. In addition, we offer the following guidelines for situations that may be encountered in specific settings. While they may promise consistency, they distort the very nature of writing as a complex and context-rich interaction between people. Therefore, students learn to write by writing. In a community of feedback, teachers become learners too, because they inquire with learners about why writers make the choices they do. Developing, researching, and validating a writing assessment is a constant process, and one should expect the assessment, its results, and its products to change over time. Further, expert writing teachers deliberately teach students to incorporate their heritage and home languages intentionally and strategically in the texts they write. This leads them to make intentional choices about the elements that go into writing: content the subject or focus of the writing ; form the shape of the writing, including its organization, structure, flow, and composition elements like words, symbols, images, etc. For example, some second-language writers may be native speakers of languages without ever having to learn and practice the written form of such languages.
The theory and practice of writing assessment is continually informed by significant publications in professional journals and by presentations at regional and national conferences. Assessment should be developed in consultation with high school writing teachers. Writing assessment is useful primarily as a means of improving teaching and learning.
In workplace and academic settings, writers often write because someone in authority tells them to. Principle 1. Ideally, classes should be limited to Best assessment practice supports and harmonizes with what practice and research have demonstrated to be effective ways of teaching writing.
Indirect writing assessment
What is easiest to measure—often by means of a multiple choice test—may correspond least to good writing; choosing a correct response from a set of possible answers is not composing. Essay tests that ask students to form and articulate opinions about some important issue, for instance, without time to reflect, talk to others, read on the subject, revise, and have a human audience promote distorted notions of what writing is. In a community of feedback, teachers become learners too, because they inquire with learners about why writers make the choices they do. Becoming a better writer requires practice. Mahwah, NJ: Erlbaum, The goal is to make more relationships available, not fewer. Pew Internet and American Life Project, Writing is produced by people, in specific situations and contexts, and often but not always circulates among people. Standardized tests tend to focus on readily accessed features of the language grammatical correctness, stylistic choices and on error rather than on the appropriateness of the rhetorical choices that have been made.
With technology, writers are now engaged in multiple discourses, such as texting, blogging, posting on social media sites, and instant messaging, thus using language and writing on a daily basis.
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