Evaluating and Measuring Student Writing
Brenda Hill
Aug 18, 2008
Many schools, districts, and states have goals for the improvement of student writing. State and national standardized writing assessments show that students fall short in producing quality writing. Research results from the National Assessment of Education Progress (NAEP) show that 16% of fourth and eighth graders and 22% of twelfth graders have not mastered basic writing skills. There are multiple perspectives on what it means to write and write well. The current research on writing has contributed to teachers understanding what it means to teach composition and how to effectively implement writing instruction in a meaningful, productive way. The writing assignment and the purpose for writing influence how it is evaluated. Purposes for evaluating writing are listed below:
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To "direct" instruction
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To develop student self-awareness
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To document and celebrate growth
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To determine areas of need
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To set personal writing goals
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To obtain grades for students
According to the Journal of Staff Development (Summer 2006, Vol. 27, No 3), "assessments of good quality are perceptive, compassionate, and useful." The goal is to improve student writing development without inversely impacting the student's ability to write. Over an elapsed period of time there should be evidence of student growth. There are several effective informal methods for evaluating the quality of student writing and for determining growth over time. Methods of evaluation include: conferencing, student self-evaluation, portfolios, analytical rubrics, and grades.
To learn more about these ideas and other strategies to make students more proficient and powerful writers, attend a Learning-Focused Writing workshop, or visit www.LEARNINGFOCUSED.com to view the Learning-Focused Writing resources available.
