This paper is about the evaluation of a technology integrated writing course at the English Language Teaching Faculty of a private non-profit foundation university in Turkey. The course has been evaluated by using CIPP Model (Stufflebeam, Daniel L., 2003). The evaluator of the programme has conducted a programme by using the 5E Model (BSCS, 1987)…

Hattie and Timperley's (2007) model of effective feedback, widely used in teacher professional development, provides an easily-applied framework for thinking about the information contained in feedback. However, the model simplifies a complex phenomenon shaped in practice by interpersonal, disciplinary and institutional aspects. Examining the…

To better understand the writing skills of juvenile offenders and the components of their writing abilities, this study explored extant data from six measures of adolescents' writing skills administered upon their entrance into a juvenile justice facility. Overall, the 235 students (ages 13-16; Grades 5-11) exhibited low scores on all writing…

In a highly competitive higher education environment where resources are limited, educators are increasingly concerned with providing evidence for the effectiveness of teaching interventions including one-to-one writing support. This article offers a model for analysing the changes in student writing as a result of individualised writing…

This article discusses the decision of the Art Institute of Pittsburgh (AiP) in Pittsburgh, Pennsylvania to implement a rigorous writing program assessment in order to obtain the Middle States accreditation, and it describes the process of determining which assessment model would be the most appropriate for AiP's needs. The use of a quantitative…

This article proposes an instructional design model for blended learning writing courses for English language learners (ELLs). It will do so by combining the main points of the cognitive load, activity, sociocultural, and transactional distance theories to present four tenets essential for optimal learning for ELLs: structure, environment,…

The 7th International Conference on Education Data Mining held on July 4th-7th, 2014, at the Institute of Education, London, UK is the leading international forum for high-quality research that mines large data sets in order to answer educational research questions that shed light on the learning process. These data sets may come from the traces…

Eckerd College in Florida has instituted portfolio assessment in writing classes, a method which invites students to engage in learning on a variety of levels. Portfolios encourage students to consider the responses of various readers in their revision processes, claim ownership of their writing, review the papers they have written in college,…

Constructs a model for successful peer involvement for assessing writing produced by classmates with learning disabilities. Discusses six effective outcome building blocks: (1) cooperative learning from a student perspective; (2) peer as a learning assistant; (3) orchestrating purposeful peer interactions; (4) valuing peer assessment; (5)…

This guidebook was developed by a team of elementary and secondary school English teachers to help teachers of all subjects with the difficult tasks of evaluating students' expository writing and stimulating student growth in the art and craft of writing. The twelve parts of the guidebook deal with the following topics: guidelines for giving a…

Suggests that modeling the writing process be carried one step further by the classroom writing teacher to the publishing component, and recounts some of the benefits to be gained by doing so. (NKA)

Noting that statewide writing assessment shows the achievements of Oregon students over the last decade, this booklet explains the results for the 1993-1997 assessments and provides papers illustrating the work that Oregon students in grades 3 and 5 produce on the state test. The booklet's chapters are: (1) The History of Writing Assessment in…

The transition to adult life for students with reading and writing challenges is an area that is not often addressed. The purpose of this article is to relate the informal assessment process to the broader context of high stakes assessment, high school exit exams, diploma options, and transition planning; identify the competencies needed for a…

The Collaborative Probing Model (CPM) is a heuristic approach to writing across the disciplines that stresses discovery, process, and assessment. Faculty input will help the English department design an oral and written communication block that will be unified by a series of interdisciplinary videotaped presentations. CPM also uses flow charting…

The "6+1" model of writing assessment identifies the traits of good writing as ideas, organization, voice, word choice, sentence fluency, conventions, and presentation. Examples of the model's nationwide spread include Arizona preservice teachers who tutor middle school students to familiarize themselves with the model, and a former…