Literaturnachweis - Detailanzeige
| Autor/inn/en | Arter, Judith A.; und weitere |
|---|---|
| Titel | The Impact of Training Students To Be Self-Assessors of Writing. |
| Quelle | (1994), (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Control Groups; Educational Assessment; Elementary School Students; Grade 5; Intermediate Grades; Pretests Posttests; Scoring; Self Evaluation (Individuals); Student Evaluation; Time on Task; Training; Writing (Composition); Writing Evaluation; Writing Improvement |
| Abstract | Teachers, districts, and states working with the Northwest Regional Education Laboratory have been using a six-trait analytical scoring assessment model for student writing. The six traits are: (1) ideas; (2) organization; (3) voice; (4) word choice; (5) sentence fluency; and (6) conventions. For the last 4 years, the Northwest Regional Education Laboratory has been training teachers to teach students to be assessors of writing using the same six traits. This study was conducted to investigate the usefulness of this approach. Six classrooms of fifth graders participated, 67 in the treatment (integration) group and 65 in the control (observation) group. Teachers were taught scoring strategies and were visited by project staff to assist in implementing them. Pretest scores were very similar for both groups. The treatment group gained the most on those traits receiving the most emphasis in instruction, in proportion to the amount of time spent on them and in the order in which they were introduced; their performance on other traits improved slightly. Students in the control group improved slightly on two traits and remained at nearly the same level on the other four. One figure and two tables present study findings. Appendixes contain the student scoring guide and a scoring guide for adult scorers. (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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