Curriculum Based Evaluation in Written Expression

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Presentation transcript:

Curriculum Based Evaluation in Written Expression Gary L. Cates, Ph.D.

The writer as an Author Purpose: Intent Process The reader must know writer’s intent Process Planning: Pre-writing: Intent and Style During: Ongoing changes of style Reviewing: constant recursive steps Revision: Improvement of clarity of intent Transcribing: “Editing” (Writer as secretary)

Writer as Author Continued Product Fluency: TWW and CWS Syntactic Maturity: Complexity of sentences Vocabulary: Sophistication and non-repeating Content: Holistic rating/attention to organization Conventions: Errors in mechanics

Assessment Options Permanent products Story Starters (younger kids) Picture prompts could result in description only Essays (older kids)

Measurement Options Qualitative Scale (1 to 5 rating) Not a normative Scaling! Criterion Scale Holistic Scale (4 tiers of papers?) Teachers at each grade level divide best from worst and rate the others accordingly How about for benchmarking? Direct Measurement NCW/L or W/LS Important to adhere to “traits” you have chosen

Setting Goals Develop Cut Scores (1.5 or 2x discrepancy from standard) Set goal to close the gap between current performance and expectation

Instructional Ideas Balanced Instruction: Pre-writing Planning Teach The process: Planning, reviewing, revising, transcribing, peer collaboration Teach fluency of expression: Read/write a lot. In different ways for different people Balanced Mechanics: COPS Note about spelling: Morphograph instruction and not word lists!