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Responding to Student Writing
Writing Across the Curriculum WorkshopCenter for Educational Practice
Promoting Reflective Practice
Context: Assessment as
Continual Improvement
Promoting Effective Learning
Evaluating student writing vs
Evaluating the success of how we are responding to student writing
Student Writing Problems
On left side of page, make a list
of student writing problemsyou commonly encounter
Responding to Student Writing
On right side of page, make a list of ways
you commonly respondto these problems
An Assessment Process
Continuous improvement cycleapplied to responding to
and evaluating student writing
Assignment
Response Evaluate
Blame
Unreflective
Practice
Kinds of Student Errors
Process or Product tasks?
Process Tasks
Critical reading Conducting researchAnalyzing informationDrawing conclusions
Writing process
Product Tasks
Number of pages or wordsFocus, organization, development
Presentation formatDocumentation formatStyle and correctness
Assignment
Response Evaluate
Revise
Reflective
Practice
Revising Assignment Design
Issues in Assignment Design
Distinguishing between what we want students to do and how we want them to communicate what
they’ve done.
Revising Assignment
Separate process and product tasks and reorder, putting process tasks
first and then product tasks second.
Improving Process
Demonstrate processSupport processEvaluate process
Improving Product
Samples of productReview work-in-progress
Evaluation criteria
Evaluation Criteria
Responding to Error
Intensive Correctionvs
Minimal Marking
Intensive Correction
Doesn’t teach students to write betterStudents copy what is edited
Teacher is responsible for quality of writing
Time-consuming
Steven Zemelman and Harvey Daniels in A Community of Writers argue,
If we could prove that intensive correction works, that it is good formative evaluation, that students’ writing grows reliably and measurably as a result of such feedback, we could start weighing its costs in morale against gains.
But the research, the history, the feeling in our hearts--all of these sources tell us that the formative gains just aren’t there.
What intensive marking provides, unfortunately, is only discouragement--or the message that writing is a perfectionist’s game that growing, exploring writers can’t really win. (218)
Minimal Marking
Teaches students to write better Students fix what has been markedStudent is responsible for quality of
writingNot as time-consuming
Incorrect word
Incorrect sentence
Insertion
Reversal
Delete
Redundancy
Yes!
Wow!
Upper case/lower case
Join
Provide more support
Awkward phrasing
Combine ideas for concision
Minimal Marking
New Paragraph
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Effective Assignment DesignSupport Process
ModelsEvaluation CriteriaMinimal Marking