NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1018697
Record Type: Journal
Publication Date: 2013
Pages: 28
Abstractor: As Provided
ISSN: ISSN-2042-7530
Supporting Teacher Metacognition about Formative Assessment in Online Writing Environments
Woodard, Rebecca; Magnifico, Alecia Marie; McCarthey, Sarah
E-Learning and Digital Media, v10 n4 p442-469 2013
Rubrics have become popular tools for assessing student writing both in classroom and standardized testing environments. Rubric construction and efficacy, however, is a topic that has been largely sidestepped in the literature and in teacher professional development. Composing an effective rubric--particularly for instructional or formative contexts--is a complex task that requires teachers to think metacognitively about their goals for a writing assignment, identify the assignment's purpose, weight the importance of various textual features, and align these elements to analytic scores. In this article, the authors conduct a textual analysis of initiating texts (i.e. rubrics and assignments) that teachers designed for use with a "Scholar" writing and peer response assignment. They identify three types of mismatch among the assignments, assessments, and purposes for writing; discuss implications of these mismatches for student writing and learning; and, finally, suggest ways in which online e-learning environments like "Scholar" might be designed to better support teachers' metacognition around assessment construction.
Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A