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Joseph Petraglia. Hillsdale, NJ: Erlbaum, : Composition s in the New Liberal Arts. Joanna Castner Post and James A.

"(Re)Articulating Writing Assessment for Teaching and Learning" by Brian Huot

Cresskill, NJ: Hampton Press, Entre Lenguas 8. Mary Lea and Kathy Nicoll. London: Routledge, Dave, Anish, and David R. Russell, David, and Dave Fisher. Giltrow, J. Amsterdam: Benjamins. Charles Bazerman et al. They're designing projects that require students to apply what they're learning to real-world tasks, like designing a school building or improving the water quality in a nearby pond. And they're giving students the experience, as assessment expert Grant Wiggins says, "of being tested the way historians, mathematicians, museum curators, scientists, and journalists are actually tested in the workplace.

In a classroom setting, performance assessment is an essential companion to project learning. By developing comprehensive rubrics by which to evaluate student performances, teachers ensure that projects are more than just fun and engaging activities. They're true tests of a student's abilities and knowledge, linked to standards, and documented so that everyone -- students, parents, and educators -- understands what is being assessed. The "performance" can include a wide range of activities and assignments: from research papers that demonstrate how well students can evaluate sources and articulate an opinion to experiments or problems that enable a teacher to gauge a student's ability to apply specific math or science knowledge and skills.

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Some performance assessments consist of individual projects; others require groups of students to work together toward a common goal. But whatever the project or problem, well-crafted performance assessments share a common purpose: to give students the chance to show what they know and can do and to provide teachers with the tools to assess these abilities. Assessment is a way of life for the students at New York City's Urban Academy : Every day, in every class, students are encouraged and expected to demonstrate what they're learning.

In Constitutional Law, they're required to argue a case before a mock Supreme Court. In geometry, they must apply mathematical concepts to measuring the height and volume of buildings or the distance between South Ferry and Staten Island using the Statue of Liberty as a reference point. And before they receive their high school diploma, students must complete separate performance assessments known at the Urban Academy as academic proficiencies that demonstrate their skills and knowledge in six academic areas: mathematics, social studies, science, creative arts, criticism, and literature. These tasks might include writing a play and having it performed in front of the entire school, reading and studying a piece of literature and then being able to engage in a thoughtful conversation about it, or designing and conducting an original science experiment.

With each proficiency, students must be prepared to share their work with classmates, teachers, and outside experts, who routinely lend their real-world expertise to the Urban Academy's assessment process. The Urban Academy and more than 30 other alternative high schools that are part of the New York Performance Standards Consortium have adopted these rigorous performance assessments as an alternative to the Regents Exams, which high school students throughout New York State are required to pass in English, math, history, and science in order to earn a diploma.

Although their procedures may vary, all consortium schools have adopted a system of assessment aligned to state standards and based on a series of well-defined rubrics, so both the student and the teacher clearly understand the criteria on which work is evaluated. The Performance Assessment Review Board , an external group of educators, test experts, researchers, and members of the business and legal communities, monitors the performance-assessment system and evaluates samples of student work.

Ducommon Professor of Education at Stanford University , represents an attempt "to develop high-quality performance assessments that can be evaluated in a reliable way. Across the country, at Mountlake Terrace High School, in Mountlake Terrace, Washington, geometry teacher Eeva Reeder began implementing performance-based assessments when she recognized a disturbing pattern among her students: They could pass a test with flying colors but had considerable difficulty transferring knowledge and skills from one unit to the next.

Her response to this dilemma was to incorporate projects into her geometry class -- small-scale projects at the end of each unit of study, as well as a longer-term culminating project -- that require students to apply the abstract skills and formulas to real-world settings.

Completing a project, says Reeder, "is the true test of what you know. In Reeder's class, the true test of her students' geometry skills is an architectural challenge. In six weeks, students must design a high school that will meet the needs of students in Working in small teams, students are required to develop a site plan, create a scale model, prepare cost estimates, and write a formal proposal. They must also present their plan to their classmates and a group of architects who serve as mentors and judges throughout the project.

Assessment of the design projects occurs in several ways. At the beginning of the project, students are given the scoring rubric by which their work will be measured. Each part of the project is evaluated based on quality and accuracy, clarity and presentation, and concept. How has my teaching changed, and what have I learned about myself and my students in this journey?

This essay offers a closer look at these elements:. So my first step in this reflective essay is to test whether or not I followed my own teaching advice. Looking back, these three goals seem satisfactory, and certainly represent what Kyle and I believed what we reasonably could achieve during one semester with students who in general had no prior experience leading a classroom.


Rearticulating Writing Assessment for Teaching and Learning

Students will construct web portfolios that illustrate their teaching plans and actual experiences, evaluate their decisions, and reflect on their personal learning. Overall, the best learning activity was the Community Learning component. Organizing these placements was more challenging than in prior years, as my first round of email invitations did not succeed.

SLWIS: L2 Classroom Writing Assessment

Our Trinity students grew as educators during the semester, and documented their transformations in web portfolios that featured their lesson plans, video clips from their classrooms, and reflections on what they would change next time. Originally, Kyle and I planned for our students to design and teach two sessions of about minutes each.

Relationships with students as they become educators

Fortunately, we juggled the schedule to extend this to three sessions from February through April, to provide more opportunity for growth and reflection. Kyle and I also emphasized inquiry-based learning, which we consciously taught by modeling sample math and science lessons with our students at the beginning of the semester. Several students embraced and applied these concepts to their workshops, which they explain in more detail on their individual web portfolios in the links below.

Smith and cover his desk in wrapping paper. During the semester, Kyle and I made changes to our syllabus to address what we felt students were not learning as fully as we had hoped during their first two teaching sessions. Teaching Trinity students how to meaningfully assess their student learning was challenging, as it is for any new teacher.

First, we encouraged students to think more creatively about how to quickly capture examples of student work, or to reconstruct dialogue about questions that students asked or concepts they grappled with in their workshops.