Qualitatively examines evaluators' reports on 51 doctoral dissertations for common themes, findings variations in format, recommendations, and interpretation of recommendations, and importance placed on editorial aspects of the theses. Suggests these evaluators approach the task of reading a dissertation with needs similar to readers of any new…

Notes key points of formative assessment that teachers should incorporate into their writing pedagogy: the writing process works; intensive evaluation is seldom desirable; the teacher is not the only person who can evaluate writing; writing must be taught in every classroom and discipline; writing resources are readily available; and motivation is…

Describes the process approach to teaching writing and offers tips to teachers for increasing students' knowledge and understanding. (seven references) (LMI)

Discusses problems with scoring reliability of the Vermont Education Department's writing portfolio test, particularly the difficulties teachers face in agreeing upon scoring criteria. (PA)

Reflects on a long career concerning teaching and testing at the secondary and college level. Talks about the relationship between secondary school testing and preparation, college entrance standards, and trends in college course organization and testing. (TB)

Discusses a teacher's reactions when a student commented on the teacher's short story. Discusses dealing with feedback, the vulnerability of writers, and attitude changes. Claims that writing with students shifted the focus of the teacher's writing instruction and the focus of students' writing. (RS)

Addresses the traditional understanding of reliability as it pertains to writing portfolio assessments. Offers a list of practical actions that can be taken to increase assessment reliability, including explicit definitions of what a portfolio holds, rater training, rater burnout, and consistent rating procedures. (Contains 26 references.) (NB)

Examines how four teachers respond to their students' creative writing. Describes how they shape their comments. Analyzes what those comments suggest about their teaching styles and classroom goals. (TB)

Describes ways teachers assess and evaluate students' reading and writing skills, such as miscue analysis, running record approach, dated writing samples, and individual conferences. Provides six checklists to assist in the evaluation of children's reading and writing abilities and interests. (TJQ)

Reports on three studies conducted in the Netherlands about the reading reliability of lay and expert readers in rating content and language usage of students' writing performances in three kinds of writing assignments. Findings reveal that expert readers are more reliable in rating usage, whereas both lay and expert readers are reliable raters of…

Documents benefits of free "associative written activities" on students' writing. Experimental students used an individual associative prewriting activity, whereas the control group was not required to free associate. Compositions of students in first semester, second semester, fourth semester, and sixth semester and beyond were evaluated…

Investigates the issues and procedures of assessment in English and considers what advice the Association of Departments of English can usefully offer to departments and chairs engaged with the problem of developing assessment initiatives, especially initiatives focused on the documentation of student learning. Discusses comments from the field in…

Explains the importance of problem solving and critical thinking for scientific literacy and discusses assessment strategies to evaluate student problem solving. (YDS)

Discusses how to grade papers online. Proposes that students whose papers are graded online internalize information more readily than students whose papers are not. Concludes that through meeting on the Internet, many students sense a narrowing culture gap between teachers and students. (PM)

An investigation of the application of a genre-based approach for the teaching of scientific and technical writing to English-as-a-Second-Language students explores how a genre for feedback on written reports can be created and implemented with the aid of a "small expert system." (Author/CB)