Discusses several data collection procedures involved in four manageable writing classroom evaluation measures. (MG)

Develops an explanation and a defense of portfolio assessment as a feasible means of assessment in writing classes. Describes some ways of using portfolios and outlines advantages to the portfolio system of grading. (HB)

Presents an approach to the reading and responding to students' written texts that moves beyond the separation of experience and writing. Envisions personal and public authority, content and form, people and texts, as inseparable. Utilizes Mikhail Bakhtin's theory of dialogism in forming such an approach. (HB)

The typical writing feedback situation in a language classroom is examined, followed by a discussion of reformulation as an alternative approach. An example is provided. Issues to be considered as well as benefits of the reformulation approach are described for both classroom and individual settings. (six references) (LB)

Describes the author's search for his own "voice" through an analysis of his journal entries and published writings. Elaborates upon 10 characteristics of an individual's "voice print." Identifies a paradox in the author's desire to be part of the educational discourse community while also avoiding that community's exclusionary…

Suggests alternative approaches to traditional feedback methods to help improve English-as-a-Second-Language writing skills. Interactive feedback styles such as minimal marking and taped commentary offer explicit information about teacher expectations and encourage students to reassess their work. (CB)

Describes the implementation of portfolio assessment in a writing program at Kenai Peninsula College, a small college in Alaska. Discusses adjustments to the program, problems, and future applications. Suggests that portfolio assessment can be useful to a writing program even if it is implemented for only one or two semesters. (SR)

Describes the methods by which one teacher prepared eighth-grade language arts students for the Florida Writing Assessment exam. Considers the pros and cons of such activities. Advocates activities in which students are asked to evaluate each other's writing. (HB)

To study the effects of introductions and conclusions on the evaluation of student essays, 154 undergraduates graded 10 essays in which the quality of introduction or conclusion was varied. Quality of the introduction had a greater effect on the grade than did quality of the conclusion. (SLD)

Presents case of fourth-grade boy with learning disability that keeps him from being able to read at his own ability level. Examples of the student's writing (prose and poetry) are included. Presents steps in plan to encourage student to continue writing and to improve in his ability to write. (NB)

Proposes a framework for holistic evaluation of literacy development that is based on principles from whole-language theory. Argues that evaluation should be longitudinal, contextual, and evaluative. (RS)

Reviews history of writing portfolios, emphasizing differences between portfolios designed for instructional purposes and those intended to serve as tests. Suggests that because even carefully designed portfolio systems do not function as intended, portfolio users should expect evaluation and adjustment to be part of the portfolio process.…

Offers a framework (personality type theory) with which to understand differing perspectives on assessment. Aims to encourage readers to consider how their own preferences might influence their attitudes toward assessment in general, and toward particular assessment activities in the classroom. (PA)

Discusses the possible disjunct between what is good for large-scale assessment and what is good for teaching and learning. Represents one attempt to "marry" large-scale and classroom perspectives. Presents background and rationale for a new narrative rubric that was designed to support classroom instruction. Presents evidence for the…

Describes two computer applications that can enhance peer review in business-communication classes: news groups and specialized communication client software. Suggests ways to integrate these applications into such a class, including providing guidelines and topics, training students directly in the computer applications, and allotting time to…