Literacy instruction: From assignment to assessment |
| |
| Authors: | Betsy M DelleBovi |
| |
| Institution: | 1. School of Curriculum and Pedagogy, Faculty of Education & Social Work, University of Auckland, New Zealand;2. School of Foreign Studies, Xi’an Jiaotong University, China;1. Department of Psychiatry, National Taiwan University Hospital, Hsin-Chu Branch, Hsin-Chu, Taiwan;2. Department of Psychiatry, National Taiwan University Hospital and College of Medicine, Taipei, Taiwan;3. Department of Psychology, School of Occupational Therapy, Graduate Institute of Brain and Mind Sciences, Graduate Institute of Epidemiology and Preventive Medicine, National Taiwan University, Taipei, Taiwan;1. Imam Khomeini International University, Department of English Language, Faculty of Humanities, Qazvin, Iran;2. University of Illinois at Chicago, College of Education, Department of Educational Psychology, 1040 W. Harrison St. MC 147, Chicago, IL, 60607, USA;1. Osaka Institute of Technology, 5-16-1, Omiya, Asahi-ku, Osaka 535-8585, Japan;2. Akita International University, 193-2 Okutsubakidai, Yuwa, Akita 010-1292, Japan |
| |
| Abstract: | This action research demonstrates the answer to this question: How can literacy professors provide effective training in evaluating writing to preservice graduate education students? The study examines writing assessment instruction in the context of a literacy course required of preservice teachers seeking secondary (7–12) certification in content area instruction. Approximately half of the course is devoted to instruction in 3 areas of writing assessment: (1) theory and practice in aspects of holistic writing assessment analysis, (2) methods for designing teachable rubrics, and (3) approaches to creating and sharing written feedback. Student-participants’ written responses to protocols demonstrate learning outcomes in these 3 areas along with their attitudes and the effects of their practice with an authentic set of high school students’ essays. The study demonstrates the effectiveness of this assessment instruction as a part of overall effectiveness in teacher preparation programs at the graduate level. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
