Contextualized writing assessment test
Current practices of assessment and evaluation at secondary level
This position statement may be printed, copied, and disseminated without permission from NCTE. Models of learning flesh out components and systems of reasoning, but they derive their purpose and character from the practices within which they are embedded. Assessment in the Classroom In a course context, writing assessment should be part of the highly social activity within the community of faculty and students in the class. In addition, we offer the following guidelines for situations that may be encountered in specific settings. In spite of the diverse uses to which writing assessment is put, the general principles undergirding it are similar: Assessments of written literacy should be designed and evaluated by well-informed current or future teachers of the students being assessed, for purposes clearly understood by all the participants; should elicit from student writers a variety of pieces, preferably over a substantial period of time; should encourage and reinforce good teaching practices; and should be solidly grounded in the latest research on language learning as well as accepted best assessment practices. It is important to bear in mind that random sampling of students can often provide large-scale information and that regular assessment should affect practice. The assessment of writing must strive to set up writing tasks and situations that identify purposes appropriate to and appealing to the particular students being tested. It may be tempting to choose an inexpensive, quick assessment, but decision-makers should consider the impact of assessment methods on students, faculty, and programs. To evaluate the proficiency of a writer on other criteria than multiple writing tasks and situations is essentially disrespectful of the writer. The goals or outcomes assessed should lead to assessment data which is fed back to those involved with the regular activities assessed so that assessment results may be used to make changes in practice. If students are placed according to scores on such tests, the ranges of placement must be revisited regularly to accommodate changes in curricula and shifts in the abilities of the student population. National and state standards documents set forth learning goals, but often not at a level of detail that is useful for operationalizing those goals in instruction and assessment American Federation of Teachers, ; Finn, Petrilli, and Vanourek, One possible form of feedback would emphasize that the conjecture was wrong. Moreover, the assistance provided by teachers to students was less public. Hence, formative assessment and subsequent modification of instruction—both highly valued by these high school students—were mediated by a triadic relationship among teacher, student, and intelligent tutor.
In all other respects, the classes participated in the same ThinkerTools inquiry-based science curriculum. Best assessment practice is direct assessment by human readers. These modifications can, in turn, lead to refined assessment procedures, and so on.
As a result… A. As demonstrated by the ThinkerTools example, peer and self-assessment are useful techniques for having learners share and grasp the criteria of quality work—a crucial step if formative assessment is to be effective.
One possible form of feedback would emphasize that the conjecture was wrong. Assessing authentic acts of writing simultaneously raises performance standards and provides multiple avenues to success.
Valid assessment requires combining multiple perspectives on a performance and generating an overall assessment out of the combined descriptions of those multiple perspectives.
Stay up to Date Sign up with your email address to receive news and updates. Decision-makers should carefully weigh the educational costs and benefits of timed tests, portfolios, directed self placement, etc.
The theory and practice of writing assessment is continually informed by significant publications in professional journals and by presentations at regional and national conferences.
Importance and benefits of assessment for learning
In general, these programs leave to teachers the task of generating and testing these repertoires. As a result… A. Essay tests that ask students to form and articulate opinions about some important issue, for instance, without time to reflect, talk to others, read on the subject, revise, and have a human audience promote distorted notions of what writing is. Intelligent Tutors As described in previous chapters, intelligent tutoring systems are powerful examples of the use of cognitively based classroom assessment tools blended with instruction. The studies underscore the difference between the culture of belief in Japan that the whole class can and should succeed through collaborative effort and the culture of belief endemic to many western countries, particularly the United States, that emphasizes the value of competition and differentiation Cnen and Stevenson, ; Holloway, As demonstrated by the ThinkerTools example, peer and self-assessment are useful techniques for having learners share and grasp the criteria of quality work—a crucial step if formative assessment is to be effective. Assessment in the Classroom In a course context, writing assessment should be part of the highly social activity within the community of faculty and students in the class.
based on 58 review