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ERIC Number: EJ1059120
Record Type: Journal
Publication Date: 2015-May
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1081-3004
Beyond the Rubric: Think-Alouds as a Diagnostic Assessment Tool for High School Writing Teachers
Beck, Sarah W.; Llosa, Lorena; Black, Kristin; Trzeszkowski-Giese, Alyssa
Journal of Adolescent & Adult Literacy, v58 n8 p670-681 May 2015
In order to teach writing effectively, teachers need assessment tools that work for diagnostic purposes--tools that can help them identify students' specific strengths and challenges with writing, as well as generate new ideas for instruction. This study explored what 5 high school teachers (3 ELA and 2 ESL) learned about their students' strengths and challenges as writers from the students' performance on a think-aloud-protocol (TAP) Assessment, how this information differed from what they knew about the students as writers based only on their previous writing in class, and what ideas this new TAP-generated information gave them for instruction. We found that the TAP Assessment was especially useful in generating new information related to audience awareness, interpretation of the task, and self-evaluation. Teachers also offered creative suggestions for adapting the TAP Assessment for further use in their classrooms.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A