Assessment-Driven Improvements in Middle School Students' Writing

Autor/inn/en	Andrade, Heidi; Buff, Colleen; Terry, Joe; Erano, Marilyn; Paolino, Shaun
Titel	Assessment-Driven Improvements in Middle School Students' Writing
Quelle	In: Middle School Journal, 40 (2009) 4, S.4-12 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
Schlagwörter	Urban Schools; Economically Disadvantaged; Middle Schools; Middle School Students; Language Arts; Disadvantaged Youth; At Risk Students; Writing Instruction; Student Evaluation; Evaluation Methods; Middle School Teachers; Feedback (Response); Social Studies; Self Evaluation (Individuals); Peer Evaluation; Formative Evaluation; Writing Skills; College School Cooperation; Scoring Rubrics; Teaching Methods; Transfer of Training; Scores; African American Students; Special Needs Students; New York + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Mittelschule; Mittelstufenschule; Middle schools; Student; Students; Schüler; Schülerin; Sprachkultur; Benachteiligter Jugendlicher; Schreibunterricht; Schulnote; Studentische Bewertung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Gemeinschaftskunde; Writing skill; Schreibfertigkeit; Scoring formulas; Auswertungsbogen; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung; African Americans; Afroamerikaner; Studentin; Sonderpädagogischer Förderbedarf
Abstract	In the fall of 2005 the principal and teachers at Knickerbacker Middle School (KMS) were worried. KMS was a "School in Good Standing" but had not hit federal or state benchmarks because of low subgroup scores on the English Language Arts (ELA) test--especially scores received by economically disadvantaged students, about half of this urban school's student population. KMS would be identified as a "School in Need of Improvement" in 2006 if the ELA scores did not improve. This article chronicles a successful attempt by the authors and their colleagues to teach writing by making improvements in the assessment of writing in the classroom. (Contains 4 figures.) (ERIC).
Anmerkungen	National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10