developing national standards for the assessment of writing. a tool for teaching and learning...
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Developing national standards for the assessment of writing. A tool for teaching and learning
Professor Synnøve Matre, Sør-Trøndelag University CollegeProfessor Lars S. Evensen, NTNU
Background
OECD key competencies in knowledge societies
2005 writing tests: low reliability
An interpretative community? investigate teachers’ norms for assessment
Purposes
To carry out in-depth research on specified assessment norms for writing: – study their effects on the quality of pupils’ writing and – study their effects on the quality of teachers’ rating
Empirical research questions
which specified norms of assessment can sustainably serve as explicit standards for writing in an educational assessment environment?
which specific effects do the educational integration of shared explicit standards have on the quality of teacher assessment?
which specific effects do the educational integration of shared explicit standards have on the quality of pupils’ writing?
Establishing tentative norms:A 2010 pilot study
Twelve schools – 5th and 8th grade
On task think aloud interviews
Derived norms of expectations
Writing construct
Tentative norms organized with reference to a theoretical model The Writing Wheel
Acts of writing + purposes
Semiotic tools for intentional writing
Wheel of writing
Cooperation
Know- ledge
organization
Knowledge development
Persuasion
Writing acts
Tools for
Writing
Purposes of writing
Creation of textual
worlds
Identity formation
To keep in contact
To ponder
To describe
To explore
To imagine
To convince
Wheel of writing Focus on acts and purposes of writing
Wheel of writing - work in progress -
des. 2010
Semiotic tools
WrittenWrittenmediationmediation
To keep in contact
To ponder
To explore
To
imagine
Writing tools
Text structure
Sign systems
Vocabulary and grammar
SemioticSemioticmediationmediation
des. 2010
Wheel of writing - work in progress -
Focus on semiotic mediation
Writing acts
To
de
scrib
e
To
co
nvin
ce
Intervention – stage 1
Refining standards by implementing tentative standards in eight different local learning ecologies
Intervention - stage 2
Investigate local learning ecologies
Qualitative dimensions: substudies B-D
24 schools
Intervention – stage 3
Compare results in terms of learning outcomes (student writing and teacher assessment) to– Similar results from the forthcoming national assessment of
writing as a key competency, i.e. intervention schools compared to non-intervention schools
Ouantitative dimensions: substudies E-F
Financial and organizational key info
Participants– Eight scholars from five different Norwegian universities/colleges– An affiliated group in New Zealand, representing the assessment
for learning group at the University of Auckland and the Educational Assessment Research Unit at University of Otago
Funding– The research is funded by The Research Council of Norway and
Sør-Trøndelag University College with support from co-operating institutions: NTNU, University of Oslo, University of Agder, Oslo and Akershus University College of Applied Sciences.
Contact us
http://www.skrivesenteret.no/prosjekt/developing-national-standards-for-the-teaching-and-assessment-of-writing