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AssessmentOn this page you will find:
* tips on writing rubrics for your writing projects * an overview of WriQ, a valuable online tool for assessment * data from my research study * reasons why Google Slides is a great transition from paper and pencil to Google Docs Assessing Writing Skills
Picture it. You planned an awesome writing assignment. Your kids nailed it! You are so proud because every single composition is on your desk. You are elated! This calls for a Starbucks treat. However, before the barista hands you that soy latte, you realize: every single composition is on your desk...for grading. AND because you are a conscientious and ethical individual, you feel that it is only fair to your kids that you thoroughly analyze every single composition for correct usage, mechanics and style. Before you grab another cup of coffee for the all-nighter waiting for you, I have some advice.
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LESSONS
HOW-TOs
REFERENCES
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For more information on standards based grading, click here Standards Based Learning
The Giner Method for Assessing Student Writing
I've developed a method that has made my life a whole less complicated. This is the outline I follow when I sit down to plan the next writing assignment.
Narrow the Focus with the Common Core State Standards
There are four categories that you should focus on when assessing student writing. These are based on the Common Core State Standards.
-Organization and Development: The content of your student's ideas are well-organized and well developed.
-Genre: Your student understands the characteristics of the genre. For example, your student understands the features of narrative writing.
-Conventions of Grammar and Usage: Your student correctly writes complete sentences, parts of speech, and grammar.
-Conventions of Mechanics: Your student correctly indents paragraphs, spells, capitalizes and punctuates throughout the composition.
Narrow the Focus with the Common Core State Standards
There are four categories that you should focus on when assessing student writing. These are based on the Common Core State Standards.
-Organization and Development: The content of your student's ideas are well-organized and well developed.
-Genre: Your student understands the characteristics of the genre. For example, your student understands the features of narrative writing.
-Conventions of Grammar and Usage: Your student correctly writes complete sentences, parts of speech, and grammar.
-Conventions of Mechanics: Your student correctly indents paragraphs, spells, capitalizes and punctuates throughout the composition.
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Always Use Rubrics
Rubrics are a great tool for both teachers and students. At the beginning of a writing project, I give each student a copy of the rubric I will use in grading their compositions. I believe that it is not only fair, but ethical, to provide this information to my students. Rubrics empower students. They know exactly what must go into their composition for the highest possible score, and ask for help when they're stuck. Create a Rubric that Matches Your Objectives I don't use generic rubrics. I create rubrics that reflect the content, conventions, mechanics, and literary devices taught during the unit of study. I createdthe rubric on the right for a unit on The Dust Bowl of the 1930s. Click on the image for a clearer view. Two Rubrics in One As you can see in the rubric, there are two sections. I have two rubrics for two grades. The top section is for content, characteristics of genre, and literary devices. The bottom section is for conventions and mechanics. |
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Tips for Assessing Student Writing
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* Refer to the Common Core State Standards.
* Create a simple, clearly stated rubric for each of your writing projects. * Keep it Simple: Focus on a handful of objectives. * Use the same rubric during the writing process, and for grading. * Refer to rubrics during Writing Workshops and One-to-One Support. * Give two scores for each composition: one for Content and Genre, another for Conventions and Mechanics. |
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WriQ: Digital Tool for Easy Assessment of Conventions and Mechanics
WriQ will change the way you assess writing conventions and mechanics, thus changing the way you teach.
WriQ is a Chrome extension for teachers that allows them to make the most of one-to-one or small group conferencing, and not waste valuable time searching and correcting misspellings and punctuation errors. Connected to Google Docs, this amazing web tool locates and assesses errors in mechanics and conventions. This frees up time to concentrate on content and style. Google Certified Innovator, Alice Keeler advises, "If the Robot can do it, let the Robot do it."
HOWEVER, keep in mind that WriQ is an assessment tool for teachers. It does not replace explicit instruction in the English Language Arts. I recommend allowing WriQ to find the errors, then you use those findings to provide feedback and support in small group writing workshops.
WriQ is a Chrome extension for teachers that allows them to make the most of one-to-one or small group conferencing, and not waste valuable time searching and correcting misspellings and punctuation errors. Connected to Google Docs, this amazing web tool locates and assesses errors in mechanics and conventions. This frees up time to concentrate on content and style. Google Certified Innovator, Alice Keeler advises, "If the Robot can do it, let the Robot do it."
HOWEVER, keep in mind that WriQ is an assessment tool for teachers. It does not replace explicit instruction in the English Language Arts. I recommend allowing WriQ to find the errors, then you use those findings to provide feedback and support in small group writing workshops.
Assessment Results from My Research Study
I had high hopes for my study. I firmly believed that the addition of Google Docs to my writing program would produce higher scores in all writing domains. However, the data did not prove me right.
FIRST ROUND DATA
Looking at the pie charts below, it is evident that the number of students who showed growth was low.
I was dumbfounded because a lot went into preparing my students for the study, yet for many students, there was no growth found.
* Students were presented the scoring rubric at the beginning of the writing session to be used as a checklist during the project.
* Students read and discussed more than two sources of information on the topic.
* Students highlighted important information within the text
* Students took notes, and created graphic organizers that were encouraged to be used during the writing sessions.
* Poster-sized graphic organizers of important information, and charts of domain specific vocabulary and transitional words were posted around the classroom for easy reference.
* Students were encouraged to collaborate and assist each other.
FIRST ROUND DATA
Looking at the pie charts below, it is evident that the number of students who showed growth was low.
I was dumbfounded because a lot went into preparing my students for the study, yet for many students, there was no growth found.
* Students were presented the scoring rubric at the beginning of the writing session to be used as a checklist during the project.
* Students read and discussed more than two sources of information on the topic.
* Students highlighted important information within the text
* Students took notes, and created graphic organizers that were encouraged to be used during the writing sessions.
* Poster-sized graphic organizers of important information, and charts of domain specific vocabulary and transitional words were posted around the classroom for easy reference.
* Students were encouraged to collaborate and assist each other.
Of the three areas tested, more students showed growth in Grammar, Usage and Mechanics. This can be attributed to the fact that they were using Grammar Check and Spell Check in Google Docs. I encouraged them to use the word-processing features on Google Docs because they are similar to the word-processing features on the CAASPP test. Napa Valley Unified School District does not participate in the NAEP Writing exam as of this date. However, it is predicted that in the future, the NAEP Writing exam will expand to more school districts. The word-processing features on the NAEP Writing exam are very similar to Google Docs and MS Word. My recommendation is for teachers to explicitly teach students the word-processing features in Google Docs (and MS Word, if available) in preparation for digitized assessments materializing in the future.
This area was the most disappointing. Of the 20 students tested, 15 could not accurately write an expository essay. Why did this happen after all the prep work revolving around expository writing? Keep reading for the shocking reason.
Just like in the area of expository writing, students failed to demonstrate an ability to organize their essay. Why did this happen? This was not the first time we had written an expository essay. What caused so many of my students to fail?
"There is no end!": The Surprising Reason Why So Many Students Failed
When I designed my writing lesson for the study, I never took into consideration that Google Docs would HINDER the final outcome.
After I collected my data, I was shocked that my students actually did better using pencil and paper to write their long essays.
Now, before we started this writing assignment, my students answered a survey about their general feelings toward writing on computers. The majority of my students claimed that they liked using a computer to write. They claimed that computers made writing easier, faster and "funner." However, their behavior during the writing sessions proved otherwise. They complained throughout the study that they were bored. It was too long. When could they stop? They were not having any fun. Every day, it was a battle trying to keep them motivated to write.
As I was conducting student interviews, I discovered a trend. My students liked writing, but not on Google Docs. The reason was something I never would have considered on my own. According to my kids, "The page doesn't end." To a child's eye, the "page" on Google Docs keeps going and going and going.
Somewhere in the past, they were told that a "good essay" goes all the way to the end of the page. My kids were overwhelmed because they couldn't see the end to this horrible thing that was happening to them. After I shut my mouth from shock, I reassured them that a "good essay" does NOT have to go all the way to the end. Then, I looked for an alternative.
I found it in Google Slides. I believe that Google Slides is a wonderful transition between paper-pencil and Google Docs for these reasons:
After I collected my data, I was shocked that my students actually did better using pencil and paper to write their long essays.
Now, before we started this writing assignment, my students answered a survey about their general feelings toward writing on computers. The majority of my students claimed that they liked using a computer to write. They claimed that computers made writing easier, faster and "funner." However, their behavior during the writing sessions proved otherwise. They complained throughout the study that they were bored. It was too long. When could they stop? They were not having any fun. Every day, it was a battle trying to keep them motivated to write.
As I was conducting student interviews, I discovered a trend. My students liked writing, but not on Google Docs. The reason was something I never would have considered on my own. According to my kids, "The page doesn't end." To a child's eye, the "page" on Google Docs keeps going and going and going.
Somewhere in the past, they were told that a "good essay" goes all the way to the end of the page. My kids were overwhelmed because they couldn't see the end to this horrible thing that was happening to them. After I shut my mouth from shock, I reassured them that a "good essay" does NOT have to go all the way to the end. Then, I looked for an alternative.
I found it in Google Slides. I believe that Google Slides is a wonderful transition between paper-pencil and Google Docs for these reasons:
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* Clearly marked writing space
* Shorter "pages" (slides) * Access to the same word-processing tools and features found in Google Docs * Ability to experiment with images and background colors and fonts The Result from
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