ERIC Number: ED378229
Record Type: RIE
Publication Date: 1994-May
Reference Count: N/A
Engaging Teachers in Assessment of Their Students' Narrative Writing: Impact on Teachers' Knowledge and Practice.
Gearhart, Maryl; And Others
This report documents the content and impact of an in-service program designed to enhance elementary school teachers' competence in narrative writing assessment. The program "Writing What You Read" was designed to help teachers and students make substantive assessments of texts. The program, which focused on a portfolio approach, was conducted through a series of workshops held in an elementary school that participated in the Apple Classrooms of Tomorrow project. Qualitative and quantitative methods were used to study the responses and enhanced assessment abilities of 19 teachers, with 7 teachers responding at study points in May and January of the following year. Teachers grew markedly in their understandings of narrative, although some difficulties in theme and communication remained for many. A number of teachers had difficulty recognizing and describing the competencies of their students, and some teachers regarded the program as imposed rather than collaboratively designed. Overall, teachers and students learned much about writing and its assessment. Six figures and 22 tables present study findings. (Contains 32 references.) Appendices include selected materials from various workshops and questionnaires related to the study. (SLD)
Descriptors: Educational Assessment, Educational Practices, Elementary Education, Elementary School Students, Elementary School Teachers, Knowledge Level, Narration, Portfolios (Background Materials), Qualitative Research, Teacher Education, Workshops, Writing (Composition), Writing Evaluation, Writing Instruction
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Sponsor: Apple Computer, Inc., Cupertino, CA.; California Assessment Collaborative, San Francisco.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
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