Developing a writing assessment model for student improvement at the middle school level
This research stems from the difficulty found in assessing writing in an efficient yet effective way. All the tools we need to teach and assess writing are in our classrooms, but coordinating these tools is challenging. Student writing should be assessed to measure and encourage improvement as well as set goals for instruction. Therefore, this writing assessment model coordinates summative assessments, instruction, formative assessments, and feedback. The model begins with a summative assessment because progress up to a given point needs to be measured to set goals. The goals are written as objectives that inform instruction. Throughout instruction formative assessments are used to give feedback to students and measure progress of student improvement. The design and flow of this writing assessment model proved to be smooth, and it fits well into curriculum already in place. Further study and implementation of the entire model may reveal areas of needed modification.
Reger, Rachel M., "Developing a writing assessment model for student improvement at the middle school level" (2007). School of Education Student Capstone Theses and Dissertations. 1897.
This document is currently not available here.