Assessment for Writing Development: Trainee English Teachers' Understanding of Formative Assessment

Autor/in	Keen, John
Titel	Assessment for Writing Development: Trainee English Teachers' Understanding of Formative Assessment
Quelle	In: Teacher Development, 9 (2005) 2, S.237-253 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
Schlagwörter	Formative Evaluation; English Teachers; Writing Instruction; Trainees; Student Development; Writing Processes; Writing Strategies; Teacher Competency Testing; Knowledge Base for Teaching; Sequential Approach; Use Studies; Educational Practices; Foreign Countries; Theory Practice Relationship; United Kingdom + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Schreibunterricht; Auszubildender; Weibliche Auszubildende; Schreibtechnik; Teaching theory; Theory of teaching; Unterrichtstheorie; Schrittfolge; Benutzerschulung; Bildungspraxis; Ausland; Theorie-Praxis-Beziehung; Großbritannien
Abstract	This article considers the development in understanding of aspects of formative assessment of students' writing at Key Stage 3 (11-14 years) by a group of trainee English teachers. An "analysis and application" approach to writing development, which requires students to master categories and processes then apply them, is outlined and illustrated. A proposed sequence for teaching writing which relies on an "engagement and reflection" approach to writing development is used as a context for discussion of trainee English teachers' ability to identify strengths, achievements and areas for development in students' writing, trainees' ability to use assessment criteria productively, and trainees' ability to use assessment information to inform their own planning and teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10