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A think-aloud approach to writing assessment : analyzing process and product with adolescent writers / Sarah W. Beck.
- Format:
- Book
- Author/Creator:
- Beck, Sarah W., author.
- Series:
- Language and literacy series (New York, N.Y.)
- Language and literacy series
- Language:
- English
- Subjects (All):
- Composition (Language arts)--Study and teaching (Middle school).
- Composition (Language arts).
- Composition (Language arts)--Study and teaching (Secondary).
- Critical thinking in adolescence.
- Physical Description:
- 1 online resource (x, 157 pages.)
- Place of Publication:
- New York, NY : Teachers College Press, [2018]
- System Details:
- text file
- Summary:
- The think-aloud approach to classroom writing assessment is designed to expand teachers' perspectives on adolescent students as writers and help them integrate instruction and assessment in a timely way. Emphasizing learniing over evaluation, it is especially well-suited to revealing students' strengths and helping them overcome common challenges to writing such as writer's block or misunderstanding of the writing task. Through classroom examples, Sarah Beck describes how to implement the think-aloud method and shows how this method is flexible and adaptable to any writing assignment and classroom context. The book also discusses the significance of the method in relation to best practices in formative assessment, including how to plan think-aloud sessions with students to gain the most useful information. Teachers required to use rubrics or other standardized assessment tools can incorporate the more individualized think-aloud approach into their practice without sacrificing the rigor and consistency that more regulated approaches may require. Book Features: introduces a new method of writing assessment that is more effective and flexible for differentiating instruction than assessments based on rubrics; emphasizes equity for all learners, including English learners and students' with specific learning challenges; offers recommendations and guidelines based on research-based best practices in all aspects of writing; designed to be used by individual teachers as well as teachers working collaboratively to develop a pedagogical context knowledge for teaching writing.
- Contents:
- Introduction : thinking aloud as an assessment opportunity
- Interacting with students in think-aloud writing assessment
- What can teachers learn from think-aloud writing assessment?
- Aligning think-aloud assessment with instructional goals
- How think-aloud writing assessment can benefit students
- Think-aloud assessment for teacher development.
- Notes:
- Includes bibliographical references and index.
- Electronic reproduction. Ann Arbor, MI Available via World Wide Web.
- Description based on print version record.
- ISBN:
- 9780807777329
- 0807777323
- Publisher Number:
- 99987769369
- Access Restriction:
- Restricted for use by site license.
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