Assessing Young Writers

By Idalia OrozcoBy Idalia Orozco 22ndnd Grade Teacher Grade Teacher Rizzuto Elementary Rizzuto Elementary LPISDLPISD

“ “Assessment must promote learning, not just measure it. Assessment must promote learning, not just measure it. When learners are well served, assessment becomes a When learners are well served, assessment becomes a learning experience that supports and improves learning experience that supports and improves instruction”.instruction”.

Regie RoutmanRegie Routman

Three Levels of Assessment

Large-Scale, Formal AssessmentLarge-Scale, Formal Assessment

Classroom AssessmentClassroom Assessment

Personal AssessmentPersonal Assessment

Large Scale, Formal Assessment

Large-scale Large-scale assessment happens at assessment happens at district or state level district or state level usually.usually.

In large-scale writing In large-scale writing assessment more than assessment more than one rater reads each one rater reads each paper.paper.

Classroom Assessment

Usually looks at multiple Usually looks at multiple assessments.assessments.

Daily work, long-term Daily work, long-term multi-day projects, multi-day projects, publishing projects and so publishing projects and so on.on.

Can be based on growth Can be based on growth over time, participation in over time, participation in the writing process, skill the writing process, skill in revising or editing text, in revising or editing text, and the student “story” and the student “story” told by a portfolio.told by a portfolio.

Forms of Writing

Expressive/NarrativeExpressive/NarrativeOrganization, Beginning, Ending, Development & MechanicsOrganization, Beginning, Ending, Development & Mechanics

PersuasivePersuasiveAudience, Organization, Reasons, Conclusion and MechanicsAudience, Organization, Reasons, Conclusion and Mechanics

InformativeInformativeFocus, Organization, Development, Ending, MechanicsFocus, Organization, Development, Ending, Mechanics

James Kinneavy - Theory of Discourse 1971

Using Rubrics

Rubrics make expectations public and Rubrics make expectations public and visible.visible.

Rubrics focus on what students can do, and Rubrics focus on what students can do, and not on what they can’t do.not on what they can’t do.

To create your own rubric visit web-site To create your own rubric visit web-site www.rubistar.orgwww.rubistar.org

Scoring

Holistic Holistic

Primary (Rubrics)Primary (Rubrics)

Analytical Analytical

How to improve assessment Make the vision clearMake the vision clear Use rubrics Use rubrics Share your vision with parents and children.Share your vision with parents and children. Become very familiar with state performance standards of Become very familiar with state performance standards of

writing. (TAKS)writing. (TAKS) Do not assess everything your students write.Do not assess everything your students write. Practice assessing your student’s work.Practice assessing your student’s work. Make self-assessment the goal of your writing program (Personal Make self-assessment the goal of your writing program (Personal

Assessment).Assessment). Keep collections of writing (portfolios).Keep collections of writing (portfolios). Keep your expectations high.Keep your expectations high. Provide practiceProvide practice

Personal Assessment “ “Writing is predominantly learned rather than taught”.Writing is predominantly learned rather than taught”. Janet EmigJanet Emig

Students use portfolios, rubrics and are Students use portfolios, rubrics and are taught to make reading-writing connections.taught to make reading-writing connections.

Students become skilled assessors.Students become skilled assessors. Personal assessment becomes the most Personal assessment becomes the most

fundamental and trustworthy basis for fundamental and trustworthy basis for revision as well as for improvement in revision as well as for improvement in writing.writing.

ESL Have students respond Have students respond

in their native language in their native language or in both languages.or in both languages.

Have a teacher who is Have a teacher who is familiar with the familiar with the second language second language interpret and score the interpret and score the paper but not in the paper but not in the conversational manner. conversational manner.

Instead you would Instead you would make a general overall make a general overall judgement of the judgement of the students’ language students’ language proficiency in English.proficiency in English.

Bibliography

Creating Young Writers Creating Young Writers By Vickie SpandelBy Vickie Spandel Reflections on AssessmentReflections on Assessment By Kathleen & James StricklandBy Kathleen & James Strickland Literacy Assessment of Second Language Literacy Assessment of Second Language

Learners Learners By Sandra Rollins Hurley & Josefina Villamil TinajeroBy Sandra Rollins Hurley & Josefina Villamil Tinajero 6 + 1 Traits of Writing6 + 1 Traits of Writing By Ruth CulhamBy Ruth Culham