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ERIC Number: EJ850783
Record Type: Journal
Publication Date: 2009
Pages: 4
Abstractor: ERIC
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1053-4512
Assess Student Writing
Hessler, Terri; Konrad, Moira; Alber-Morgan, Sheila
Intervention in School and Clinic, v45 n1 p68-71 2009
Determining what constitutes good writing is difficult, though many say they know it when they see it. Although this approach may have support in the literature, there are other efficient and valid ways to assess students' writing. To obtain a complete picture of a student's writing skills, it is important that teachers take a balanced approach to assessment. Specifically, teachers should use a variety of assessments: (1) formal and informal; (2) snapshot and whole-piece; (3) process and product; and (4) timed and untimed. Because students with disabilities struggle with written expression, they especially need frequent, effective instructional feedback to improve their writing. For teachers to provide feedback on writing, students must write. If students are writing as frequently as they should be, whether one teaches 30 first graders or 150 sophomores, it can be a daunting, aversive task to evaluate all their writing. This article provides teachers with 20 manageable ways to assess their students' writing skills. Teachers can use any or all of these 20 ways to assess student writing over time.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio