Writing Portfolios in the Classroom

Author: Robert Calfee
Publisher: Routledge
ISBN: 1136488340
Format: PDF, ePub, Docs
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This volume presents chapters by researchers, practitioners, and policymakers who study the impact of classroom portfolios in the assessment of writing achievement by elementary and middle grade students. The focus throughout the volume is on the tension between classroom assessment and externally mandated testing. It presents the efforts of researchers, practitioners, and policymakers to understand the impact of classroom portfolios for the assessment of writing achievement by elementary and middle grade students. Under the auspices of the Center for the Study of Writing, the editors conducted a national survey of exemplary portfolio projects, arranged for a series of "video visits," and held several working conferences. The result of this work is a broad-ranging tale: the aspirations of teachers and administrators to move the machinery of schooling in the direction of more authentic and engaging tasks, the puzzlement of students when they realize that the assignments are real and that the teacher may not have a "right answer" in mind, and the tensions between ivory-tower ideas and everyday classroom practice. Divided into four sections, this research volume: * provides a historical perspective, develops the conceptual framework that serves as a background for many activities described throughout, and discusses numerous practical issues that confront today's researchers and practitioners; * views the phenomenon of writing portfolios through a variety of broadview lenses such as teacher enthusiasm, student reflection, assessment tension, the portfolio as metaphor, and the locus of control; * conveys important conceptual issues with a balance toward pragmatics; and * offers unique insights from the perspective of one individual who serves as scholar, researcher, and teacher.

Teaching ESL Composition

Author: Dana R. Ferris
Publisher: Routledge
ISBN: 1135626944
Format: PDF, ePub
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In keeping with the spirit of the first edition, Teaching ESL Composition: Purpose, Process, and Practice, Second Edition presents pedagogical approaches to the teaching of ESL composition in the framework of current theoretical perspectives on second language writing processes, practices, and writers. The text as a whole moves from general themes to specific pedagogical concerns. A primary goal is to offer a synthesis of theory and practice in a rapidly evolving community of scholars and professionals. The focus is on providing apprentice teachers with practice activities that can be used to develop the complex skills involved in teaching second language writing. Although all topics are firmly grounded in reviews of relevant research, a distinguishing feature of this text is its array of hands-on, practical examples, materials, and tasks, which are presented in figures and in the main text. The synthesis of theory and research in a form that is accessible to preservice and in-service teachers enables readers to see the relevance of the field's knowledge base to their own present or future classroom settings and student writers. Each chapter includes: *Questions for Reflection--pre-reading questions that invite readers to consider their own prior experiences as students and writers and to anticipate how these insights might inform their own teaching practice; *Reflection and Review--follow-up questions that ask readers to examine and evaluate the theoretical information and practical suggestions provided in the main discussion; and *Application Activities--a range of hands-on practical exercises, such as evaluating and synthesizing published research, developing lesson plans, designing classroom activities, executing classroom tasks, writing commentary on sample student papers, and assessing student writing. The dual emphasis on theory and practice makes this text appropriate as a primary or supplementary text in courses focusing on second language writing theory, as well as practicum courses that emphasize or include second language writing instruction or literacy instruction more generally. New in the Second Edition: *updated research summaries consider new work that has appeared since publication of the first edition; *revised chapter on research and practice in the use of computers in second language writing courses covers recent developments; *streamlined number and type of Application Activities focus on hands-on practice exercises and critical analysis of primary research; and *revisions throughout reflect the authors' own experiences with the text and reviewers' suggestions for improving the text.

Fundamental Aspects of Interpreter Education

Author: David B. Sawyer
Publisher: John Benjamins Publishing
ISBN: 9027295689
Format: PDF, Docs
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The author offers an overview of the Interpreting Studies literature on curriculum and assessment. A discussion of curriculum definitions, foundations, and guidelines suggests a framework based upon scientific and humanistic approaches – curriculum as process and as interaction. Language testing concepts are introduced and related to interpreting. By exploring means of integrating valid and reliable assessment into the curriculum, the author breaks new ground in this under-researched area.Case studies of degree examinations provide sample data on pass/fail rates, test criteria, and text selection. A curriculum model is outlined as a practical example of synthesis, flexibility, and streamlining. This volume will appeal to interpretation and translation instructors, program administrators, and language industry professionals seeking a discussion of the theoretical and practical aspects of curriculum and assessment theory. This book also presents a new area of application for curriculum and language testing specialists.

Grading Student Writing

Author: Bruce W. Speck
Publisher: Greenwood
ISBN:
Format: PDF
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The literature on the grading of student writing encompasses numerous topics, such as student peer review, psychometrics, student-teacher conferences, portfolios, collaborative learning, and English-as-a-Second-Language. There is much debate over what grading entails and how grading should be done. As a result, research on grading is both complex and voluminous, and the topic is of central importance to composition studies. This reference book offers a thorough overview of the extensive body of literature on grading, which also includes entries for works published between 1970 and 1996. The entries are grouped in topical chapters dedicated to theoretical and practical concerns, and each citation is accompanied by an annotation that summarizes the work. Entries are arranged alphabetically by author within each section, and the volume includes author and subject indexes.

Teaching Alone Teaching Together

Author: James L. Bess
Publisher: Jossey-Bass
ISBN:
Format: PDF, ePub, Docs
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"There are many excellent books on college and university teaching, but Teaching Alone, Teaching Together makes a uniquely valuable contribution. Jim Bess has produced a scholarly, intriguing, revolutionary book that could, if implemented, transform higher education in the twenty-first century. It should be read by policy makers and administrators as well as by university teachers." --W.J. McKeachie, professor of psychology, University of Michigan The notion that college teachers are only lecturers or discussion leaders has become greatly outdated in higher education. Today, the instructional process is much more complex and demanding--requiring a range of expertise that cannot be expected from any single individual. In this provocative book, James L. Bess and a select group of scholars propose a radical rethinking of teaching and academic work. They suggest a unique team-based academic organization that matches the different talents of faculty members with the distinct, differentiated tasks of teaching. By working together and supporting each other, faculty members can not only build on their collective strengths and knowledge but also improve their practice in such critical areas as: * Designing and preparing courses * Lecturing * Facilitating group work * Advising students * Advising and mentoring colleagues * Assessing learning outcomes * Researching new techniques and technologies * Linking academic and nonacademic pursuits More important, this new model of collaborative instruction will inspire a fresh, enhanced commitment to teaching--one that moves beyond the current practice of isolated classroom teaching. Teaching Alone, Teaching Together is a scholarly, groundbreaking volume that will surely inspire debate and discussion among faculty members, department chairs, and academic administrators.

Evaluating Writing

Author: Charles Raymond Cooper
Publisher: National Council of Teachers
ISBN:
Format: PDF, ePub, Mobi
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Intended to guide writing teachers through the complexities of evaluation, the essays in this collection represent a variety of approaches to evaluation. The essays display, however, some common beliefs about what is fundamentally important to writing teachers' work--specifically, the need: to distinguish between "grading" and "evaluation"; to develop the ability to describe students' writing; to connect teaching and evaluation; and to continually reexamine assumptions and practices that guide evaluation. Following an introduction by the editors, the 17 essays and their authors are, as follows: (1) "Assessing Thinking: Glimpsing a Mind at Work" (Lee Odell); (2) "What We Know about Genres, and How It Can Help Us Assign and Evaluate Writing" (Charles R. Cooper); (3) "Audience Considerations for Evaluating Writing" (Phyllis Mentzell Ryder, Elizabeth Vander Lei, and Duane H. Roen); (4) "Coaching Writing Development: Syntax Revisited, Options Explored" (William Strong); (5) "Cohesion and Coherence" (Martha Kolln); (6) "Assessing Portfolios" (Sandra Murphy); (7) "How to Read a Science Portfolio" (Denise Stavis Levine); (8) "Using Writing to Assess Mathematics Pedagogy and Students' Understanding" (Richard S. Millman); (9) "Evaluating Student Writing about History" (Kathleen Medina); (10) "Evaluating Students' Response Strategies in Writing about Literature" (Richard W. Beach); (11) "Evaluating the Writing of Culturally and Linguistically Diverse Students: The Case of the African American Vernacular English Speaker" (Arnetha F. Ball); (12) "Latino ESL Students and the Development of Writing Abilities" (Guadalupe Valdes and Patricia Anloff Sanders); (13) "Texts in Contexts: Understanding Chinese Students' English Compositions" (Guanjun Cai); (14) "Reflective Reading: Developing Thoughtful Ways To Respond to Students' Writing" (Chris M. Anson); (15) "Creating a Climate for Portfolios" (Sandra Murphy and Mary Ann Smith); (16) "Integrating Reading and Writing in Large-Scale Assessment" (Fran Claggett); and (17) "Let Them Experiment: Accommodating Diverse Discourse Practices in Large-Scale Writing Assessment" (Roxanne Mountford). (NKA)

The Portfolio Project

Author: Terry Underwood
Publisher: National Council of Teachers
ISBN:
Format: PDF, Kindle
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This book is a study, in research-based narrative form, of one middle school's implementation of a new portfolio assessment plan in response to statewide policy changes in California. The book highlights the interactions of state, district, and local forces as teachers work to implement a portfolio-assessment plan that collects student work and evaluates it systematically. It examines a portfolio-assessment project that views student work through three progressive lenses: warm, value free; cool, analytical; and hard, critical. The plot of the book traverses a 15-year period in California during which assessment drove instruction across the state, often in unexamined and contradictory ways, always in powerful ways. The book traces the ebb and flow of a variety of assessment philosophies located in living rooms, classrooms, principals' offices, district headquarters, and in downtown Sacramento (the state capital)--a variety of philosophies coming and going that left behind fixed, predictable histories of conflict in classrooms. Its story appears to have parallels in the recent history of schools all over the United States. Chapters in the book are: (1) "Washers, Dryers, and School Reformers"; (2) "The Portfolio-Assessment System as an Innovation at Charles Ruff"; (3) "Portfolios in Review"; (4) "The Seeds of Change in California, 1983-1994"; (5) "Ruff Unified School District"; (6) "Inside the Middle (School)"; (7) "Ruff Instruction"; (8) "Ruff Students and Their Portfolios"; and (9) "Conclusions and Implications." Contains an Epilogue, an Appendix giving the research method, and an extensive list of works cited. (NKA)