Impact of the National Writing Project's College-Ready Writers Program in High-Need Rural Districts

Gallagher, H. Alix; Arshan, Nicole; Woodworth, Katrina

doi:10.1080/19345747.2017.1300361

Cited by 29 publications

(27 citation statements)

References 19 publications

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“…Curricular resources can be a profound help in this regard especially if they explicitly consider the relationship between instructional activities, formative questions, and culminating or transfer tasks. Good examples are the National Writing Project's College‐Ready Writers Program mini‐units and formative assessments designed to help teachers help students write more compelling source‐based arguments (Gallagher, Arshan, & Woodworth, ). Students received specific practice and feedback regarding their abilities to develop a claim; connect evidence to a claim; select relevant evidence from source material; comment on the credibility of source material; and use source material for purposes of illustrating, invoking authority, as a take‐off point for extension, or as a source of disagreement…”

Section: Gradingmentioning

confidence: 99%

Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large‐Scale Assessment

Shepard

Penuel

Pellegrino

2018

Educational Measurement

136

104

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To support equitable and ambitious teaching practices, classroom assessment design must be grounded in a research‐based theory of learning. Compared to other theories, sociocultural theory offers a more powerful, integrative account of how motivational aspects of learning—such as self‐regulation, self‐efficacy, sense of belonging, and identity—are completely entwined with cognitive development. Instead of centering assessment within systems that support use of interim and end‐of‐year standardized tests, we argue for a vision of formative assessment based on discipline‐specific tasks and questions that can provide qualitative insights about student experience and thinking, including their identification with disciplinary practices. At the same time, to be consistent with a productive formative assessment culture, grading policies should avoid using points and grades “to motivate” students but should create opportunities for students to use feedback to improve their work. We argue for districts as the locus for the design of such coherent curriculum, instruction, and assessment activity systems because districts have responsibility for curriculum, teacher professional development, and equity; and districts allocate resources for textbooks and assessment.

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Section: Gradingmentioning

confidence: 99%

Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large‐Scale Assessment

Shepard

Penuel

Pellegrino

2018

Educational Measurement

136

104

View full text Add to dashboard Cite

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“…The external evaluation study by SRI International concluded that it had (Gallagher, Woodworth, & Arshan, 2015). Students in participating schools outperformed students in delayed treatment schools as teachers took up the new approaches and changed their practices.…”

Section: Could a Network Of School-based Literacy Leaders Work As An mentioning

confidence: 99%

Getting Better at Getting Better: Lessons From the National Writing Project

Eidman‐Aadahl¹

2019

J Adolescent & Adult Lit

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This department focuses on literacy leaders, including school and instructional leaders, teachers, and external partners, who are working to improve outcomes for adolescent and adult learners in a wide range of education settings. Columns investigate the challenges and complexities inherent in such work and share lessons learned, impactful strategies and approaches, and promising pathways forward.

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“…Table I shows the four dimensions of the rubric, the dimension weights and sub-dimensions with the points assigned. Design of the rubric was guided by Ferretti's wellknown argument rubric [28] and the Source-based Argument Scoring Attributes (AWC) [29]. Research has shown that the range of a rubric scale is important because it affects reliability and ability to make meaningful distinctions; more than seven levels lead to cognitive difficulty, and fewer levels produce sharper classification.…”

Section: B An Experiential Learning Approachmentioning

confidence: 99%

Analytical Techniques for Developing Argumentative Writing in STEM

Davies¹,

Gao²,

Muresan³

et al. 2021

Preprint

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<p>This article demonstrates how experiential learning could be used to develop argumentative essay writing skills in STEM students. Written feedback, when delivered in a timely manner, is an effective way of advancing students’ understanding of the writing process. Unfortunately, large class sizes and the limited backgrounds of instructors do not always make formative feedback possible. STEM students are especially disadvantaged since approaches to teaching written communication tend to differ from the trial-and-error strategies compatible with many STEM areas. An experiential learning approach to writing instruction can have a positive impact on developing writing skills in STEM learners. Implementing algorithms for providing STEM students with immediate, dependable, formative feedback is expected to improve their performance in writing. This paper discusses an experiential learning project for teaching argumentative writing was delivered to computer science and engineering freshmen. Also discussed are automated analysis of content and argumentation in the essays, using NLP methods.</p>

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Impact of the National Writing Project's College-Ready Writers Program in High-Need Rural Districts

Cited by 29 publications

References 19 publications

Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large‐Scale Assessment

Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large‐Scale Assessment

Getting Better at Getting Better: Lessons From the National Writing Project

Analytical Techniques for Developing Argumentative Writing in STEM

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