Exploring Elementary English Language Arts Teachers' Writing Assessment Practices and Factors Influencing Decision Making - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Exploring Elementary English Language Arts Teachers' Writing Assessment Practices and Factors Influencing Decision Making write by LaTonya Nicole Slater. This book was released on 2019. Exploring Elementary English Language Arts Teachers' Writing Assessment Practices and Factors Influencing Decision Making available in PDF, EPUB and Kindle. This qualitative case study explored the writing assessment practices of upper elementary ELA teachers and factors that influenced their decision making when assessing student writing. Effective assessment practices are important because these practices can aid teachers in identifying student needs, designing tailored writing instruction, and monitoring student progress. This study included 5 teacher participants from 3rd to 5th grade. Participants were viewed as 1 case bound by their grade band and employment in a district focused on teaching and assessing writing. Data was collected through semi-structured interviews, a think aloud task, a review of assessment artifacts and the researcher’s reflective journal. Analysis was completed following a five-phase model. Findings included: (1) teachers’ efficacy of assessing student writing is influenced by support received, (2) strengthening teachers’ assessment practices requires personalized, ongoing PD, (3) context influences teachers’ decision making when assessing student writing, and (4) teachers have varying levels of knowledge of formatively assessing student writing. These findings suggest implications for state administrators, district and school administrators, classroom teachers, curriculum leaders, and university programs.
Exploring classroom assessment practices and teacher decision-making
Exploring classroom assessment practices and teacher decision-making - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Exploring classroom assessment practices and teacher decision-making write by Dennis Alonzo. This book was released on 2023-05-25. Exploring classroom assessment practices and teacher decision-making available in PDF, EPUB and Kindle.
Standards for the Assessment of Reading and Writing
Standards for the Assessment of Reading and Writing - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Standards for the Assessment of Reading and Writing write by IRA/NCTE Joint Task Force on Assessment. This book was released on 2009-12-03. Standards for the Assessment of Reading and Writing available in PDF, EPUB and Kindle. With this updated document, IRA and NCTE reaffirm their position that the primary purpose of assessment must be to improve teaching and learning for all students. Eleven core standards are presented and explained, and a helpful glossary makes this document suitable not only for educators but for parents, policymakers, school board members, and other stakeholders. Case studies of large-scale national tests and smaller scale classroom assessments (particularly in the context of RTI, or Response to Intervention) are used to highlight how assessments in use today do or do not meet the standards.
Examining the Teaching and Learning of Writing in Elementary School
Examining the Teaching and Learning of Writing in Elementary School - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Examining the Teaching and Learning of Writing in Elementary School write by Kimberlee Ann Douillard. This book was released on 2006. Examining the Teaching and Learning of Writing in Elementary School available in PDF, EPUB and Kindle. This dissertation explores the complexities of teaching writing in elementary school. Through the use of surveys, fourth grade teachers reported on their instructional practices and described their students' writing behaviors. Surveys provided an overview of instructional practices and also served as a tool for selecting four classroom teachers for more in-depth study. With the selected teachers, interviews and classroom observations were used to examine writing instruction and to uncover the instructional decisions that these teachers made when teaching writing. Study teachers also provided student writing samples which were then examined in conjunction with the teaching of writing to look for relationships between the student writing and the teaching of writing. The influence on the teaching context that emanates from the national, state, and local levels was also analyzed, including the No Child left Behind Act as well as the resulting California English-Language Arts Content Standards in writing, the State Testing and Reporting (STAR) writing test for fourth grade, and the adopted language arts curriculum. Political, cultural, and technical pressures influenced fourth grade teachers' decisions about writing instruction. This three-dimensional approach illuminates the many, often competing, influences that teachers contend with as they make decisions about instruction in their classrooms. In the four classrooms studied, teachers tended to focus instruction on form and language conventions in few writing types. This attention to form and conventions served to limit attention to substantive content and awareness of audience and purpose. Students followed the directions that teachers gave, filling in predetermined formats with surface level information. Students viewed writing as a classroom activity to be done for the teacher, in the way the teacher determined. The tremendous need to have student writing look "right" along with competing demands on teaching/learning time squeezed writing instruction and student writing to the point that writing instruction became a process of teaching students to have their writing conform to predetermined formats. The pressures exerted by political, cultural, and technical factors converged to narrow the definition of writing, limiting students' experiences with writing and the possibilities that writing can offer as a resource for learning.
Influences on Teacher Decision-making about Writing Instruction in a High-stakes Writing Assessment Grade
Influences on Teacher Decision-making about Writing Instruction in a High-stakes Writing Assessment Grade - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Influences on Teacher Decision-making about Writing Instruction in a High-stakes Writing Assessment Grade write by Marla King Robertson. This book was released on 2014. Influences on Teacher Decision-making about Writing Instruction in a High-stakes Writing Assessment Grade available in PDF, EPUB and Kindle. High-stakes testing is prevalent in American schools today and influences decisions made in those schools. The purpose of this qualitative case study was to explore influences on teacher decision-making about writing instruction in a high-stakes writing assessment grade using a complexity lens. The focus was on one teacher and the state, district, and school system where she worked, acknowledging that schools, teachers, and students are complex, adaptive, self-organizing systems (Davis & Sumara, 2006; Kuhn, 2008; Patterson, Holladay, & Eoyang, 2013). Data were collected through interviews with the district language arts coordinator, the principal, and the teacher along with classroom and grade level team meeting observations and artifacts.
