Capstone Project Title
Helping High School English Learners Self-Regulate Their Writing Development Through Formative Assessments
The goal of many educators is to prepare students for lifelong learning, yet something about the U.S. school system is having the opposite effect; while students begin their educational journey with curiosity and excitement, somewhere along the way, their thirst for knowledge is extinguished and replaced with the goal of just getting by. This is especially true for English learners who are often overwhelmed with the simultaneous learning of language and content and whose diverse backgrounds create diverse needs. Through exploring the theory of self-regulated learning, characteristics of effective formative assessment, and how best to meet the cultural and linguistic needs of high school English learners, this project identifies one method educators can use to help reignite their students’ love of learning: the HyperRubric. When used in a formative way, the HyperRubric can help learners begin to take a more active, reflective role in their learning and start to shift their mindset from focus on product to focus on process.
Assessment, ESL/ ELLs, Grades/ Student Performance, Writing
Madsen, Pamela, "Helping High School English Learners Self-Regulate Their Writing Development Through Formative Assessments" (2022). School of Education and Leadership Student Capstone Projects. 842.
School of Education Student Capstone Projects