ERIC Number: EJ781939
Record Type: Journal
Publication Date: 2008-Jan
Pages: 27
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1057-3569
EISSN: N/A
Informal Writing Assessment Linked to Instruction: A Continuous Process for Teachers, Students, and Parents
Romeo, Lynn
Reading & Writing Quarterly, v24 n1 p25-51 Jan 2008
This article presents a comprehensive model of daily, classroom informal writing assessment that is constantly linked to instruction and the characteristics of proficient writers. Methods for promoting teacher, student, and parent collaboration and their roles in dialoguing, conferencing, and reflection are discussed. Strategies for including struggling writers in this process as peer listeners/questioners and individual self-questioners who regulate their own learning and set future goals are explored. Informal writing assessments such as observations, interest and self-efficacy inventories, checklists, using rubrics to analyze writing samples, and the development and management of electronic portfolios are discussed in the context of a literate classroom writing environment. (Contains 1 figure.)
Descriptors: Writing Evaluation, Student Evaluation, Self Efficacy, Informal Assessment, Evaluation Methods, Writing Instruction, Measures (Individuals), Check Lists, Scoring Rubrics, Portfolio Assessment, Classroom Environment, Teaching Methods, Classroom Techniques, Writing Strategies, Writing Processes, Writing Difficulties, Parent Participation, Peer Relationship, Writing Achievement, Performance Based Assessment, Classroom Observation Techniques, Conferences (Gatherings), Teacher Student Relationship, Educational Technology, Learning Strategies, Elementary Education
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Descriptive; Tests/Questionnaires
Education Level: Elementary Education; Elementary Secondary Education; Grade 2; Grade 3; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A