Assessment for Learning in the Writing Classroom: An Incomplete Realisation

Autor/inn/en	Hawe, Eleanor; Parr, Judy
Titel	Assessment for Learning in the Writing Classroom: An Incomplete Realisation
Quelle	In: Curriculum Journal, 25 (2014) 2, S.210-237 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2013.862172
Schlagwörter	Foreign Countries; Educational Assessment; Feedback (Response); Writing (Composition); Middle School Teachers; Middle School Students; Grade 6; Grade 7; Grade 8; Educational Strategies; Academic Achievement; Literacy; Peer Evaluation; Student Educational Objectives; Alignment (Education); Curriculum; Goal Orientation; Self Evaluation (Individuals); Observation; Guides; Teacher Student Relationship; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Education; assessment; Bewertungssystem; Schreibübung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Lehrstrategie; Schulleistung; Alphabetisierung; Schreib- und Lesefähigkeit; Curricula; Lehrplan; Rahmenplan; Zielorientierung; Zielvorstellung; Beobachtung; Handbuch; Leitfaden; Teacher student relationships; Lehrer-Schüler-Beziehung; Neuseeland
Abstract	An Observation Guide, designed to help New Zealand teachers identify areas of teaching strength and aspects for development, was developed as part of a wider project. In the second phase of this project, 18 middle school teachers used the Guide to gather and record evidence as they participated in seven rounds of reciprocal peer observation and feedback during writing lessons with Grades 6-8 students. We report here on data from round 6 observations about the assessment for learning (AfL) strategies reported as evident in teachers' practices, how these strategies were implemented and potential gaps in practice. AfL has at its heart a core of interdependent strategies that collectively contribute to the development of autonomous, self-regulating learners and quality learning. While the middle school teachers shared goals for learning and communicated what counted as successful achievement to students, they appeared to struggle when articulating goals in terms of literacy learning and conveying the substantive aspects and quality expected in students' writing. In addition, despite AfL's promotion of learner autonomy, few teachers openly afforded students focused opportunities to take a meaningful role in their learning through the appraisal of their own and peers' writing and the joint construction of feedback. As such, teachers' AfL practice in the writing classroom failed to realise its full potential. It is argued that the promise of AfL can only be reached when strategies are enacted in ways that reflect its unitary nature, promote quality outcomes and give students a central role in their learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10