19th Annual Student Research Conference
Education
Assessment for Learning and writing in the Secondary English Classroom
Kathleen R. Storms♦
Dr. Wendy Miner, Faculty Mentor
The purpose of this study was to determine how assessment for learning impacted student writing at the secondary level. Assessment for learning implied that students were involved in the learning process, students had ownership of their learning, and assessment was ongoing. Assessment for learning models that support student involvement, student ownership, and ongoing assessment were implemented in two American literature courses. The learning models included in this study were student-goal setting, student-teacher conferences, teacher feedback, and student reflections and revisions. The results indicated that providing classroom time for student reflections and revisions were successful because students took more time revising their writing than they would normally spend at home. The results also indicated that student goal setting improved parts of student writing, and student attitudes toward writing are impacted by the choices student had about what they wrote.
Keywords: writing, conferencing, assessment, goal-setting, feedback, student reflection, high school, learning
Topic(s):English
Presentation Type: Oral Paper
Session: 1-4
Location: OP 2113
Time: 9:00