1. Edit No More Responding to Student Writing Writing Across the Curriculum Workshop Center for Educational Practice

2. Promoting Reflective Practice Context: Assessment as Continual Improvement

3. Promoting Effective Learning Evaluating student writing vs Evaluating the success of how we are responding to student writing

4. Student Writing Problems On left side of page, make a list of student writing problems you commonly encounter

5. Responding to Student Writing On right side of page, make a list of ways you commonly respond to these problems

6. An Assessment Process Continuous improvement cycle applied to responding to and evaluating student writing

7. Assignment ResponseEvaluate Blame Unreflective Practice

8. Kinds of Student Errors Process or Product tasks?

9. Process Tasks Critical reading Conducting research Analyzing information Drawing conclusions Writing process

10. Product Tasks Number of pages or words Focus, organization, development Presentation format Documentation format Style and correctness

11. Assignment ResponseEvaluate Revise Reflective Practice

12. Revising Assignment Design

13. Issues in Assignment Design Distinguishing between what we want students to do and how we want them to communicate what they’ve done.

14. Revising Assignment Separate process and product tasks and reorder, putting process tasks first and then product tasks second.

15. Improving Process Demonstrate process Support process Evaluate process

16. Improving Product Samples of product Review work-in-progress Evaluation criteria

17. Evaluation Criteria

18. Responding to Error Intensive Correction vs Minimal Marking

19. Intensive Correction Doesn’t teach students to write better Students copy what is edited Teacher is responsible for quality of writing Time-consuming

20. Steven Zemelman and Harvey Daniels in A Community of Writers argue, If we could prove that intensive correction works, that it is good formative evaluation, that students’ writing grows reliably and measurably as a result of such feedback, we could start weighing its costs in morale against gains. But the research, the history, the feeling in our hearts--all of these sources tell us that the formative gains just aren’t there. What intensive marking provides, unfortunately, is only discouragement--or the message that writing is a perfectionist’s game that growing, exploring writers can’t really win. (218)

21. Minimal Marking Teaches students to write better Students fix what has been marked Student is responsible for quality of writing Not as time-consuming

22. Incorrect word Incorrect sentence Insertion Reversal Delete Redundancy Yes! Wow! Upper case/lower case Join Provide more support Awkward phrasing Combine ideas for concision Minimal Marking New Paragraph

23. Edit No More Effective Assignment Design Support Process Models Evaluation Criteria Minimal Marking