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| Titel: |
Can Assessment Mirror Instruction? A Look at Peer Response and Revision in a Large-Scale Writing Test |
| Auteur: |
Goldberg, Gail Lynn Roswell, Barbara Sherr Michaels, Hillary |
| Verschenen in: |
Educational assessment |
| Paginering: | Jaargang 3 (1995) nr. 4 pagina's 287-314 |
| Jaar: |
1995-10-01 |
| Inhoud: |
Both recent research and practitioners' classroom experience repeatedly affirm that the opportunity to obtain peer response and revise rough drafts helps writers to improve their texts. With the god of aligning assessment with exemplary instructional practices, writing on the Maryland School Performance Assessment Program tests is assessed through a multiday, process-oriented framework. Results of a study analyzing students' peer response feedback and subsequent revisions through comparison of rough and final draft stage writing at Grades 3, 5, and 8 suggest that within this testing context, students' peer response is unengaged, minimal, and formulaic; revisions are similarly sparse and superficial, with scores on final drafts remaining the same or decreasing with greater frequency than they increase. This investigation demonstrates that elements of classroom-based "writing process" instruction cannot simply be inserted into otherwise unchanged assessment formats. It suggests instead a number of principles to guide a more sophisticated reconceptualization of performance-based writing assessments, the kinds of instruction they support, and the interdisciplinary research methods that inquiry into their implementation demands, |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
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