Discusses implementation at Conestoga Elementary School in Gillette, Wyoming, of an electronic portfolio system to store both two-dimensional information, such as writing and drawing, and full-motion video sequences for each student. Notes that teachers, parents, and students can access the portfolios, which reside on rewritable optical disks; and…

Addresses the disruption that frequently follows the insertion of computers into non-computer-mediated practices. Describes several traditional and computer-mediated peer-response strategies. Analyzes what is gained and lost when students move from traditional to computer-mediated peer-response groups. Acknowledges that computer-mediated…

Argues that grading and evaluation need not be as pervasive as they seem. Explores ways teachers can step outside grading: nongraded writing assignments, portfolios, and grading contracts. Explores how it is possible to go further and step outside the mentality of evaluation by using certain descriptive and analytic responses to student writing.…

Reviews findings of an investigation in which four European-American teachers assessed fifth- and sixth-grade students' written texts. Replicates the study using African-American teachers assessing the same texts. Finds that the teachers held consistently different views about assessment. Presents the voices of the African-American teachers, who…

Analyzes the effects of culture-referenced essay prompts/topics on the writing quality of 11th- and 12th-grade students who participated in a collaborative project between Temple University's Writing Program and four Philadelphia public high schools. Scores 711 essays holistically. Suggests that the culture-referenced topics elicited better…

Notes that portfolios are a valuable classroom practice and one with many applications to the world students will enter when they leave the classroom, but the use of portfolios to assess distorts the concept and weakens its effectiveness. Discourages the use of portfolios for assessment. Concludes that portfolios are not about assessment; they are…

Describes features of the Six Traits approach to assessing student writing in a Montessori elementary classroom: ideas, organization, voice, word choice, sentence fluency, and conventions. Includes sample assessments for informational and creative writing. Maintains that use of the Six Traits assessment in conjunction with student reflection…

Interviews with 15 doctoral students in nursing generated themes related to the usefulness of writing critique. Students expressed a need for clearly designed writing assignments, varied feedback at different stages of the writing process, recognition of individuality, and assistance in finding their scholarly voice. (SK)

Examines comments of three writing teachers to the same student paper to call into question the simplicity of labeling teacher comments as either facilitative or directive. Points to more directive ways to talk about teacher evaluations and marks. (TB)

Analyzes two students' responses to a self-diagnostic writing prompt. Finds that the essays are effective in allowing the reader to perform an accurate "diagnosis" and in allowing students the opportunity to articulate their own interests and concerns about their writing. (RS)

Describes a two-year study to determine the relationship between initial evaluations of student placement essays and progress in a developmental writing course sequence at a midsize university. Finds a positive relationship and presents the methodology as a model for assessment, citing its adaptability, minimal costs, and improved program…

Tells the story of how two new English education professors attempted to introduce alternative methods of writing assessment to their education students. Explains the beliefs the professors brought to the experience and how these beliefs were altered by the resistance the professors encountered from their students. (TB)

Uses 90 postsecondary writing instructors and their rankings of 9 student essays to determine whether they have biases for a Greco-Latinate or Anglo-Saxon vocabulary. Raises questions about assessment practices, teaching methods, and possible effects on students who are exposed to teachers who variously favor a Greco-Latinate or an Anglo-Saxon…

Provides an overview--especially for administrators, developers, and tutors new to electronic tutoring environments--of issues and considerations unique to online tutoring that training programs need to address. Discusses three aspects of online tutoring: appreciating text-only environments, developing procedures for responding online, and…

Promotes honest debate focused upon clearer and more accurate writing. Errors commonly found in texts originate in part by overhasty publication and oversimplification. (SAH)