What Can We Learn from the Word Writing CAFE?

Autor/inn/en	Bromley, Karen; Vandenberg, Amy; White, Jennifer
Titel	What Can We Learn from the Word Writing CAFE?
Quelle	In: Reading Teacher, 61 (2007) 4, S.284-295 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
Schlagwörter	Leitfaden; Unterricht; Lehrer; Language Skills; Teaching Methods; Writing Tests; Vocabulary Development; Elementary Education; After School Programs; Formative Evaluation; Tutoring; Statistical Analysis; Writing Achievement; Inservice Teacher Education; Student Evaluation; Gender Differences; Evaluation Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Language skill; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Writing test; Schreibtest; Wortschatzarbeit; Elementarunterricht; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Förderkonzept; Nachhilfeunterricht; Statistische Analyse; Lehrerfortbildung; Schulnote; Studentische Bewertung; Geschlechterkonflikt
Abstract	Building on the work of an earlier article ["The Word Writing CAFE: Assessing Student Writing for Complexity, Accuracy, and Fluency," Dorothy J. Leal, "Reading Teacher," 59 (4) Dec 2005 (EJ738016)], these authors investigated the use of a simple assessment tool with a different audience to yield similar useful results. (Contains 3 figures and 4 tables.) The Word Writing CAFE is designed to objectively evaluate students' word writing ability for complexity, accuracy, and fluency in a whole-class setting. It is a way to learn about a student's writing out of context and track progress over time. It is also one of the few tools for assessing student writing in general. The authors used the CAFE to assess the word writing ability of a group of struggling readers enrolled in an afterschool program. They discovered that the CAFE had much to tell about the strengths and needs of these students which could help in planning appropriate instruction. The CAFE offered a window on students' ability to write words in isolation and provided information about their linguistic knowledge, interests, thinking, and problem solving. The purpose of this article is to provide background on various writing assessments, describe how the CAFE was used, and share data that indicate a wider contribution to writing assessment and instruction than had been previously proposed. The authors also offer observations about the CAFE's limitations, and suggestions for adapting it for classroom use. (Contains 3 figures and 4 tables.) (ERIC).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10