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ERIC Number: ED377441
Record Type: Non-Journal
Publication Date: 1994
Pages: 275
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Development of Standards in Reading and Writing for Kindergarten through Grade 8 through the Creation of Exemplars and Verbal Descriptions.
Doctorow, Roslyn
A practicum was designed to determine board-wide standards for assessing student achievement in reading and writing in kindergarten through grade 8 by creating analyzed exemplars of student work. Reading and writing indicators were developed to be used as the basis for analyzing the reading and writing exemplars. Teachers collected writing exemplars from the children in their schools. Reading exemplars were developed from videotapes of students involved in reading activities in their school. Both the reading and writing exemplars were analyzed using the indicators as a common set of developmentally appropriate criteria. All board consultative staff attended in-service training sessions to learn how to use the exemplars as standards to assess student writing. Analysis of the data revealed that: (1) more teachers were using computers to keep track of student progress; (2) teachers were using the exemplars as standards to help them assess the work of students; and (3) a number of teachers who responded to the survey have already begun to share the exemplars, criteria, and outcomes with parents and students. The most significant unexpected outcome is the plan to use the writing exemplars with all teachers in the system from junior kindergarten to grade 9 and ultimately through secondary school. (Contains 44 references and 13 figures of data. Appendixes present interview and survey instruments, writing indicators, reading indicators, sample writing and reading exemplars, the revised exemplar format, holistic scoring scales, and a student writing exemplars booklet.) (Author/RS)
Publication Type: Dissertations/Theses - Practicum Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A