A Think-Aloud Approach to Writing Assessment: Analyzing Process and Product with Adolescent Writers. Language and Literacy Series

Autor/in	Beck, Sarah
Titel	A Think-Aloud Approach to Writing Assessment: Analyzing Process and Product with Adolescent Writers. Language and Literacy Series
Quelle	(2018), (168 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8077-5950-9
Schlagwörter	Leitfaden; Unterricht; Lehrer; Protocol Analysis; Skill Analysis; Writing Skills; Writing Evaluation; Adolescents; Secondary School Students; Writing Instruction; Writing Assignments; Best Practices; Formative Evaluation; Scoring Rubrics; Individualized Instruction; Equal Education; English Language Learners; Learning Problems; Writing Processes; Writing (Composition); Writing Teachers; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Writing skill; Schreibfertigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Schreibunterricht; Scoring formulas; Auswertungsbogen; Individualisierender Unterricht; Lernproblem; Schreibübung; Pädagogische Kompetenz
Abstract	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 learning 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 more regulated approaches require. This book: (1) introduces a new method of writing assessment that is more effective and flexible for differentiating instruction than assessments based on rubrics; (2) emphasizes equity for all learners, including English learners and students with specific learning challenges; (3) offers recommendations and guidelines based on research-based best practices in all aspects of writing: process, instruction, assessment, and development; and (4) is designed to be used by individual teachers as well as teachers working collaboratively to develop their pedagogical content knowledge for teaching writing. [Foreword by George Newell.] (As Provided).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01