If students are to move from being recipients of feedback to intelligent self-monitoring, they need to take responsibility for their learning. Instructional programmes should provide students with authentic opportunities to monitor and improve the quality of work during production. Three elementary teachers were observed during the teaching of a genre based writing unit. Observation revealed qualitative differences in the opportunities created for students to gain understanding of expectations, engage in evaluative and productive activities, and make decisions about their writing. These three cases show that developing students’ evaluative knowledge and productive skills in writing involves adoption of Assessment for Learning (AfL) as a unitary notion and a radical transformation of the traditional taken-for-granted roles and responsibilities of teachers and students.
Author: Eleanor M. Hawe & Helen R. Dixon
Source: Hawe, E.M. & Dixon, H.R. (2014). Building students’ evaluative and productive expertise in the writing classroom. Assessing Writing, 19, 66-79. http://dx.doi.org/10.1016/j.asw.2013.11.004
Developing students’ evaluative and productive expertise in writing
This meta-analysis draws on but dramatically extends the two previous meta-analyses of single-subject strategy instruction research in writing. The primary research question of this revThis research was conducted in two sequential phases, with participants in phase two selected purposively from all who participated in phase one. The aim of phase one was to investigate teachers’ beliefs and knowledge about feedback and to investigate their perceptions of practice. Phase two focused on the roles of the teacher and learners in the feedback process and the nature of opportunities provided for students to develop evaluative and productive knowledge and expertise.
Studies were included if they involved grades 1–12 students and provided data to calculate the effect size. Overall, 119 documents were found, from which 88 were suitable. Studies were cIn phase one, 20 teachers participated in a semi-structured interview which tapped into teachers’ conceptions about the nature and role of feedback in the enhancement of learning; beliefs about their role and that of learners in the feedback process; and the strategies and practices teachers utilised and ascribed importance to within the feedback process. In phase two, the case studied was teachers’ use of feedback during writing, bounded in time and space. The three teachers who participated in the second phase were Kate, Marama and Audrey (pseudonyms).
The case of Audrey
The case of Kate
The case of Marama