Assessing and providing feedback for student writing in Canadian classrooms

Peterson, Shelley Stagg; McClay, Jill

doi:10.1016/j.asw.2010.05.003

Cited by 33 publications

(30 citation statements)

References 20 publications

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“…The principles of peer feedback and collaboration are clearly consistent with a social constructivist framework (Peterson & McClay, 2010). Communication among the teachers and the students is essential for effective assessment, as Nicol and Macfarlane-Dick (2006) advocate an emphasis on productive, supportive talk.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Strategies-Based Instruction on the Improvement of EFL Learners’ Writing Quality

Rahimi

Noroozisiam

2013

Sage Open

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The present study draws primarily on Vygotsky's (1978) sociocultural approach and sets out to explore the effect of instruction of sociocultural writing strategies on the improvement of EFL learners' quality of writing. The study was conducted with two EFL writing classes randomly assigned to an experimental (N = 22) and a control group (N = 21) during a university term. Although the students in both classes worked in groups while practicing writing, only the experimental group was continuously taught to mediate their writings through different strategies and contextual mediations based on Engstrom's (1987) activity theory. The students' individual writing scores at the beginning and at the end of the experiment were compared, and the results convincingly proved that the experimental group made significantly more improvement in their writing ability than did the control group. The analysis of the recorded students' interactions in both groups revealed that the experimental group used almost all the sociocultural strategies while practicing writing, whereas the control group made a very limited use of only some of these strategies.

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Section: Discussionmentioning

confidence: 99%

The Effect of Strategies-Based Instruction on the Improvement of EFL Learners’ Writing Quality

Rahimi

Noroozisiam

2013

Sage Open

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“…Mají-li takové směr-nice zefektivňovat učení, musí se s nimi žák vnitřně ztotožnit jako s oče-káváními, která jsou na něj kladena -nesmí je chápat jako výčet úkolů (ritchhart, 2002). Ze strany učitele je pak požadavek toho, aby byly směr-nice pokládány spíše za pracovní nástroj než samotný cíl (stagg Peterson & McClay, 2010). naučit se tyto směrnice využívat vyžaduje přípravu, zkuše-nosti a čas, a to zejména na počátku (lindström, 2002;Pihlgren, 2006).…”

Section: Východiska Výzkumuunclassified

Rodičovské schůzky vedené žáky

Pihlgren¹

2014

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AbstraktAutorka v originálním textu upozorňuje na švédské označení těchto schůzek utvecklingssamtal, doslova "rozhovor o rozvoji" nebo "rozvojový rozhovor", a uvádí označení používaná v anglofonním světě parent-teacher conference v UsA a Británii, parent-teacher interview v Austrálii a kanadě a school parent meeting v singapuru. Pro český text volíme běžné označení "rodičovské schůzky" (pozn. překladatele).

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“…An additional challenge was the lack of time for providing one-on-one feedback to students. The importance of feedback on students' writing development has been well-documented in previous research (Black, Harrison, Lee, Marshall, & Wiliam, 2003;Graham, Harris, & Hebert, 2011;Nicol & MacFarlane-Dick, 2006;Peterson & McClay, 2010) and is another area to target for professional development.…”

Section: Strengths Challenges and Influences On Teachers' Writing Inmentioning

confidence: 99%

“…We have previously published discussions of specific pieces of the survey, such as the role of parents and communities to support classroom writing instruction (McClay, Peterson & Nixon, 2012), assumptions underpinning instructional writing practices using digital technology and multimedia , issues in teaching writing in rural Canadian classrooms (Peterson, 2011), and ways in which teachers assess and provide feedback to students on their writing (Peterson & McClay, 2010). In addition, two papers have been published reporting on our observations in 1-3 classrooms in each of the 10 provinces; one focusing on teaching practices observed (Peterson, 2013), and the other on teachers' use of digital technology and multimedia (McClay & Peterson, 2013).…”

Section: Résumé De L'articlementioning

confidence: 99%

A National Study of Teaching and Assessing Writing in Canadian Middle Grades Classrooms

Peterson

McClay

2014

mje

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This article reports comprehensive findings from a national study of the teaching and assessment of writing in classrooms across ten Canadian provinces and two of three territories. Through interviews with 216 grade 4-8 teachers and observations and interviews in 22 classrooms (1 to 3 classrooms in each province), we gathered information about participating middle-grade teachers’ goals, and the practices and resources (including computers and multi-media, parents and community resources) that they use to teach and assess writing. The strengths and challenges that they identify in teaching writing and assessing writing, and the people who have most greatly influenced their writing instruction provide additional information on which we base implications for teacher education and professional development initiatives.Cet article présente les résultats exhaustifs d’une étude nationale portant sur l’enseignement et l’évaluation de l’écriture dans les classes des dix provinces canadiennes et de deux des trois territoires. Des entrevues auprès de 216 enseignants de 4e année à secondaire 2 ainsi que des observations et des entrevues dans 22 classes (1 à 3 classes dans chacune des provinces) ont été réalisées. Ce faisant, nous avons accumulé des informations auprès des enseignants des écoles intermédiaires participant sur les objectifs, les pratiques et les ressources (incluant les ordinateurs et autres technologies ainsi que les parents et les ressources communautaires) que ceux-ci utilisent pour enseigner et évaluer l’écriture. Les forces et les défis identifiés par les participants en ce qui a trait à leur enseignement et évaluation de l’écriture — et les personnes ayant le plus influencé leur pratique d’enseignement de l’écriture — sont des éléments d’informations supplémentaires sur lesquels nous nous appuyons pour formuler certaines implications pour les initiatives de formation et de développement professionnel des enseignants

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Assessing and providing feedback for student writing in Canadian classrooms

Cited by 33 publications

References 20 publications

The Effect of Strategies-Based Instruction on the Improvement of EFL Learners’ Writing Quality

The Effect of Strategies-Based Instruction on the Improvement of EFL Learners’ Writing Quality

Rodičovské schůzky vedené žáky

A National Study of Teaching and Assessing Writing in Canadian Middle Grades Classrooms

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