Two teachers engage in assessment discussions based on an analytical rubric to assess an ELL student's writing. Discourse analysis methods were used to analyze recorded/transcribed assessments and discussions. The teachers focused on descriptors for the rubric's lowest scores, neglecting their own knowledge and experience with English learners. As…

Traditionally, assessing student writing ability has often been product-focused. Advocates of child-centered process-oriented classrooms, however, suggest that teachers should also focus on understanding children's writing behaviors in the context of meaningful communicative tasks. In such an approach, writing conferences are one way in which…

Discusses the heavy demand on teachers and students for making sense of writing test scores. Illustrates the interpretive demands of going beyond writing test scores to make sense of the scores. Suggests that these demands point to the need for professional development in this area. (RS)

Presents an in-depth look at the design and development of a portfolio-based writing assessment tool intended for use on a daily basis in the classroom. Helps teachers think about the role of assessment in guiding students' narrative writing, with particular emphasis on the connections among curriculum, instruction, and assessment. (RS)

Contends that by using nonfiction writing as a daily developmental process, a child finds a predictable, nurturing, and accepting environment which helps teachers understand their students, helps children learn, and promotes acceptance of both the student and the child. (MS)

Looks at the importance of valuing children's play for its contributions to writing skills. Shares the insights a teacher derives from observing children in situations where they seem to be "only playing." Reminds readers of the crucial connection between assessment and teaching that should be maintained. (MG)

Focuses on what the authors have learned from six exemplary teachers of writing who teach within high-stakes accountability systems. Notes that based on what they have seen in the teachers' classrooms and discussed with them and their students, their response to the reality of high-stakes testing is the need to "teach true and to the test in…

Describes a British writing assessment project intended to discern age-specific characteristics of writing and the project's subsequent assessment model. Evaluates samples of two kinds of writing, autobiography and argument, using the model. (HTH)

Describes one third grader's development as a writer as she participated in classroom writing workshops (peer and teacher feedback) and, in particular, her development as a reviser of her writing. (HTH)