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ERIC Number: EJ1206739
Record Type: Journal
Publication Date: 2019
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0969-594X
Introducing Teachers to New Semiotic Tools for Writing Instruction and Writing Assessment: Consequences for Students' Writing Proficiency
Berge, Kjell Lars; Skar, Gustaf B.; Matre, Synnøve; Solheim, Randi; Evensen, Lars S.; Otnes, Hildegunn; Thygesen, Ragnar
Assessment in Education: Principles, Policy & Practice, v26 n1 p6-25 2019
This article reports consequences for student writing quality based on a long-term professional learning project. Project teachers, representing all school subjects in grades 3-7, were presented with a writing construct, 'Wheel of Writing', and norms of expectation for writing proficiency. Participating teachers used the writing construct and norms as a basis for writing instruction and writing assessment. The project was conducted in 24 schools across Norway. 3088 students from 20 project schools participated. Two hundred and thirty three students from 4 schools were used as a comparison group. The investigation showed that students in primary school improved their writing quality significantly. Students in lower secondary school did not. However, there was substantial variation in writing quality effects between schools, classes, and individual students. For instance at a number of schools, project students from lower secondary school improved their writing quality significantly. The article discusses potential explanations of the effects.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway