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In this book, authors Murphy and O'Neill propose a new way forward,
moving away from high-stakes, test-based writing assessment and the
curriculum it generates and toward an approach to assessment that
centers on student learning and success. Reviewing the landscape of
writing assessment and existing research-based theories on writing,
the authors demonstrate how a test-based approach to accountability
and current practices have undermined effective teaching and
learning of writing. This book bridges the gap between real-world
writing that takes place in schools, college, and careers and the
writing that students are asked to do in standardized writing
assessments to offer a new ecological approach to writing
assessment. Murphy and O'Neill's new way forward turns
accountability inside out to help teachers understand the role of
formative assessments and assessment as inquiry. It also brings the
outside in, by bridging the gap between authentic writing and
writing assessment. Through these two strands, readers learn how
assessment systems can be restructured to become better aligned
with contemporary understandings of writing and with best practices
in teaching. With examples of assessments from elementary school
through college, chapters include guidance on designing assessments
to address multiple kinds of writing, integrate reading with
writing, and incorporate digital technology and multimodality.
Emphasizing the central role that teachers play in systemic reform,
the authors offer sample assessments developed with intensive
teacher involvement that support learning and provide information
for the evaluation of programs and schools. This book is an
essential resource for graduate students, instructors, scholars and
policymakers in writing assessment, composition, and English
education.
In this book, authors Murphy and O'Neill propose a new way forward,
moving away from high-stakes, test-based writing assessment and the
curriculum it generates and toward an approach to assessment that
centers on student learning and success. Reviewing the landscape of
writing assessment and existing research-based theories on writing,
the authors demonstrate how a test-based approach to accountability
and current practices have undermined effective teaching and
learning of writing. This book bridges the gap between real-world
writing that takes place in schools, college, and careers and the
writing that students are asked to do in standardized writing
assessments to offer a new ecological approach to writing
assessment. Murphy and O'Neill's new way forward turns
accountability inside out to help teachers understand the role of
formative assessments and assessment as inquiry. It also brings the
outside in, by bridging the gap between authentic writing and
writing assessment. Through these two strands, readers learn how
assessment systems can be restructured to become better aligned
with contemporary understandings of writing and with best practices
in teaching. With examples of assessments from elementary school
through college, chapters include guidance on designing assessments
to address multiple kinds of writing, integrate reading with
writing, and incorporate digital technology and multimodality.
Emphasizing the central role that teachers play in systemic reform,
the authors offer sample assessments developed with intensive
teacher involvement that support learning and provide information
for the evaluation of programs and schools. This book is an
essential resource for graduate students, instructors, scholars and
policymakers in writing assessment, composition, and English
education.
All teachers face challenges—from the daunting and unexpected,
like teaching during a pandemic, to nagging doubts about daily
interactions and teaching practices. If there were ever a time for
sharing teacher personal and professional breakthroughs—the ways
teachers have successfully and courageously turned a corner—that
time is now. In this collection of compelling narratives, high
school and college teachers show us how they have taken on issues
such as faculty and student relationships; struggles over personal
identity in the classroom; joys and complexities of working with
emergent bilinguals, basic writers, and first-year college
students; and the forever question of how to engage students. This
is a book about breaking rules, caring about students, navigating
systems, and taking chances. It's an uplifting journey and along
the way, teachers do what they always do: They share the reading
and writing assignments that have worked for them during the best
and worst of times. The matchless part, however, is teacher wisdom.
Where would we be without it? Book Features: Brings together
narratives by veteran teachers who describe recognizable challenges
and what happens when new understandings trump old ways of doing
things. Provides ideas for teaching that arise from the
breakthroughs of college, community college, and secondary teachers
and are applicable to all grade levels. Celebrates teachers—their
voices and practices, their intelligent and empathetic approaches
to solving problems and making change. Illustrates the
transformative power of writing about breakthroughs and encourages
all teachers to share their stories. Includes an appendix with
sample materials for school and writing group leaders who want to
initiate similar breakthrough projects for teachers.
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A Murder of Crows (Paperback)
Sandra Murphy; Earl Staggs, Kari Wainwright
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R369
R312
Discovery Miles 3 120
Save R57 (15%)
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Ships in 10 - 15 working days
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Through ideas and practices straight from the classrooms of
outstanding teachers, this lively resource illustrates writing that
makes an impact on a reader, a writer, or a cause-writing that
everyone wants to read. The book is rich with student work that
shows how writing can make things happen in the world. The authors
provide ready-to-use lessons that include a full range of writing,
including poetry, narrative, petitions, proposals, emails,
self-reflections, long-term projects, and critical analyses.Book
Features: Incorporates the voices and practices of many talented
writing teachers. Employs an upbeat style with a clear,
easy-to-follow framework. Encourages writing that changes minds,
tells stories, calls for action, creates awareness or empathy,
touches emotions, or promotes new thinking. Provides accessible
teaching ideas, short exercises, and student models. Builds on
students' experiences with social media and their interest in
social issues.
All teachers face challenges—from the daunting and unexpected,
like teaching during a pandemic, to nagging doubts about daily
interactions and teaching practices. If there were ever a time for
sharing teacher personal and professional breakthroughs—the ways
teachers have successfully and courageously turned a corner—that
time is now. In this collection of compelling narratives, high
school and college teachers show us how they have taken on issues
such as faculty and student relationships; struggles over personal
identity in the classroom; joys and complexities of working with
emergent bilinguals, basic writers, and first-year college
students; and the forever question of how to engage students. This
is a book about breaking rules, caring about students, navigating
systems, and taking chances. It's an uplifting journey and along
the way, teachers do what they always do: They share the reading
and writing assignments that have worked for them during the best
and worst of times. The matchless part, however, is teacher wisdom.
Where would we be without it? Book Features: Brings together
narratives by veteran teachers who describe recognizable challenges
and what happens when new understandings trump old ways of doing
things. Provides ideas for teaching that arise from the
breakthroughs of college, community college, and secondary teachers
and are applicable to all grade levels. Celebrates teachers—their
voices and practices, their intelligent and empathetic approaches
to solving problems and making change. Illustrates the
transformative power of writing about breakthroughs and encourages
all teachers to share their stories. Includes an appendix with
sample materials for school and writing group leaders who want to
initiate similar breakthrough projects for teachers.
Through ideas and practices straight from the classrooms of
outstanding teachers, this lively resource illustrates writing that
makes an impact on a reader, a writer, or a cause-writing that
everyone wants to read. The book is rich with student work that
shows how writing can make things happen in the world. The authors
provide ready-to-use lessons that include a full range of writing,
including poetry, narrative, petitions, proposals, emails,
self-reflections, long-term projects, and critical analyses.Book
Features: Incorporates the voices and practices of many talented
writing teachers. Employs an upbeat style with a clear,
easy-to-follow framework. Encourages writing that changes minds,
tells stories, calls for action, creates awareness or empathy,
touches emotions, or promotes new thinking. Provides accessible
teaching ideas, short exercises, and student models. Builds on
students' experiences with social media and their interest in
social issues.
This volume reports the results of a series of investigations of
the properties of writing tasks, their authors' intentions, and the
responses that these tasks evoked in student-writers and
teacher-raters. The volume explains how both student-writers and
teacher-raters, in their reading of the same topic/text, can arrive
at different meanings. The investigations undertaken led the
authors to make a number of recommendations about selecting
subjects, specifying audience and mode, formulating instructions,
and wording the topic. These recommendations are presented in
non-technical language in a comprehensive set of Guidelines for
Designing Topics for Writing Assessments.
This volume reports the results of a series of investigations of
the properties of writing tasks, their authors' intentions, and the
responses that these tasks evoked in student-writers and
teacher-raters. The volume explains how both student-writers and
teacher-raters, in their reading of the same topic/text, can arrive
at different meanings. The investigations undertaken led the
authors to make a number of recommendations about selecting
subjects, specifying audience and mode, formulating instructions,
and wording the topic. These recommendations are presented in
non-technical language in a comprehensive set of Guidelines for
Designing Topics for Writing Assessments.
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