“Assessment is the gathering of information for the purpose of guiding instruction. If the information we gather doesn’t directly inform our teaching, then it’s not true assessment” (Steve, n.d.). Assessment plays a significant role in the whole writing process, making students identify the requirements of the writing and examine their strengths to enhance them and their weaknesses to improve them. Teachers should conduct assessment elaborately and carefully and remember that the purpose of assessment is not completed writings but how students develop and enjoy their writing. The whole process of monitoring and measuring writing is not performed after writing, but starts at the moment when students prepare writing. Before starting writing, specific rubric or criteria should be open to students to stimulate them self-assess and set the next goal for the following writing project.
I agree to Julien Sanghyo Park’s statement that “teachers need to document the data collected through observations and conferences using a variety of records.” I think anecdotal notes is one of the most effective way for students to go through right direction when writing and feel they are cared about from teachers. When they experience expectations of them, they tend to make more efforts into their writing. I also want to stress out the importance of prepared rubrics for each writing project because “it provides the opportunity to teach children valuable lessons about what makes strong piece of writing” (Tompkins, p. 90).
Tompkins, G. (2008). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.
댓글 없음:
댓글 쓰기