Assessing children's written texts: a framework for equity.
Saved in:
| Title: | Assessing children's written texts: a framework for equity. |
|---|---|
| Authors: | Bearne, Eve1 |
| Source: | Literacy. May2017, Vol. 51 Issue 2, p74-83. 10p. 1 Black and White Photograph, 1 Diagram. |
| Subject Terms: | *Creative writing education, *Language arts, *National Curriculum (Great Britain), *Teacher education, British education system |
| Abstract: | In this article, I confine myself to the situation in England that offers a paradigm example of one of the fundamental tensions besetting teaching and assessing writing: the stranglehold of an individualistic view of writing development as opposed to a more socio-cultural perspective. Examining the uses of summative assessment for accountability purposes and the exclusion of students' multimodal text knowledge and experience, I propose a descriptive framework that can support formative assessment. It encompasses the English national curriculum programmes of study for writing and the associated assessment criteria as well as the features of multimodal texts. Two case studies exemplify using the framework to analyse the writing of students whose accomplishments cannot be fully given value by the current assessment and accountability regime. Finally, I suggest that professional development and respect for professionalism are needed to give teachers the means to reconcile some of the tensions between the urge to teach creatively and imaginatively and their responsibility to their students to cover curricular requirements. [ABSTRACT FROM AUTHOR] |
| Copyright of Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 123087055 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Assessing children's written texts: a framework for equity. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bearne%2C+Eve%22">Bearne, Eve</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Literacy%22">Literacy</searchLink>. May2017, Vol. 51 Issue 2, p74-83. 10p. 1 Black and White Photograph, 1 Diagram. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Creative+writing+education%22">Creative writing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+arts%22">Language arts</searchLink><br />*<searchLink fieldCode="DE" term="%22National+Curriculum+%28Great+Britain%29%22">National Curriculum (Great Britain)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22British+education+system%22">British education system</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this article, I confine myself to the situation in England that offers a paradigm example of one of the fundamental tensions besetting teaching and assessing writing: the stranglehold of an individualistic view of writing development as opposed to a more socio-cultural perspective. Examining the uses of summative assessment for accountability purposes and the exclusion of students' multimodal text knowledge and experience, I propose a descriptive framework that can support formative assessment. It encompasses the English national curriculum programmes of study for writing and the associated assessment criteria as well as the features of multimodal texts. Two case studies exemplify using the framework to analyse the writing of students whose accomplishments cannot be fully given value by the current assessment and accountability regime. Finally, I suggest that professional development and respect for professionalism are needed to give teachers the means to reconcile some of the tensions between the urge to teach creatively and imaginatively and their responsibility to their students to cover curricular requirements. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=123087055 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/lit.12105 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 74 Subjects: – SubjectFull: Creative writing education Type: general – SubjectFull: Language arts Type: general – SubjectFull: National Curriculum (Great Britain) Type: general – SubjectFull: Teacher education Type: general – SubjectFull: British education system Type: general Titles: – TitleFull: Assessing children's written texts: a framework for equity. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bearne, Eve IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 17414350 Numbering: – Type: volume Value: 51 – Type: issue Value: 2 Titles: – TitleFull: Literacy Type: main |
| ResultId | 1 |
