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ERIC Number: EJ781939
Record Type: Journal
Publication Date: 2008-Jan
Pages: 27
Abstractor: Author
Reference Count: 32
ISSN: ISSN-1057-3569
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
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