Use a range of strategies including accurate decoding of text, to read for meaning AF2 Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text AF3 Deduce, infer or interpret information, events or ideas from texts AF4 Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level AF5 Explain and comment on writers' uses of language, including grammatical and literary features at word and sentence level AF6 Identify and comment on writers' purposes and viewpoints and the overall effect of the text on the reader AF7 Relate texts to their social, cultural and historical contexts and literary traditions Understanding the assessment focuses for reading There are 7 assessment focuses AFs for reading that describe the key elements of performance in this attainment target. They are linked to the National Curriculum programmes of study and the level descriptions and are designed to give a detailed, analytic view of pupils' attainment across all the key stages and in all types of reading. What the assessment focuses mean in practice:
Constructing a Rubric What does it mean to assess writing? Assessment is the gathering of information about student learning. It is a key instructional activity, and teachers engage in it every day in a variety of informal and formal ways.
Assessment of student writing is a process. Assessment of student writing and performance in the class should occur at many different stages throughout the course and could come in many different forms. At various points in the assessment process, teachers usually take on different roles such as motivator, collaborator, critic, evaluator, etc.
One of the major purposes of writing assessment is to provide feedback to students. We know that feedback is crucial to writing development.
A Practical Synthesis of Current Views. Suggestions for Assessing Student Writing Be sure to know what you want students to be able to do and why.
Good assessment practices start with a pedagogically sound assignment description and learning goals for the writing task at hand. The type of feedback given on any task should depend on the learning goals you have for students and the purpose of the assignment.
Think early on about why you want students to complete a given writing project see guide to writing strong assignments page. What do you want them to know? What do you want students to be able to do?
How will you know when they have reached these goals? What methods of assessment will allow you to see that students have accomplished these goals portfolio assessment assigning multiple drafts, rubric, etc?
What will distinguish the strongest projects from the weakest? Begin designing writing assignments with your learning goals and methods of assessment in mind. Plan and implement activities that support students in meeting the learning goals. How will you support students in meeting these goals?
What writing activities will you allow time for? How can you help students meet these learning goals? Begin giving feedback early in the writing process. Give multiple types of feedback early in the writing process.
These are all ways for students to receive feedback while they are still in the process of revising. Structure opportunities for feedback at various points in the writing process. Students should also have opportunities to receive feedback on their writing at various stages in the writing process.
This does not mean that teachers need to respond to every draft of a writing project. Structuring time for peer response and group workshops can be a very effective way for students to receive feedback from other writers in the class and for them to begin to learn to revise and edit their own writing.
Be open with students about your expectations and the purposes of the assignments. Students respond better to writing projects when they understand why the project is important and what they can learn through the process of completing it. Be explicit about your goals for them as writers and why those goals are important to their learning.
Additionally, talk with students about methods of assessment. Some teachers have students help collaboratively design rubrics for the grading of writing.
Whatever methods of assessment you choose, be sure to let students in on how they will be evaluated. Do not burden students with excessive feedback. However, providing too much feedback can leave students feeling daunted and uncertain where to start in terms of revision. Try to choose one or two things to focus on when responding to a draft.
Offer students concrete possibilities or strategies for revision.Student participation becomes a key component of successful assessment strategies at every step: clarifying the target and purpose of assessment, discussing the assessment methods, deliberating about standards for quality work, reflecting on the work.
We might use these to step back and tell the writer what we learned overall, or to comment on a pieces' general organizational structure or focus.
We tend to use these for evaluative response and often, deliberately or not, as a means of justifying the grade we . 30 Ideas for Teaching Writing Summary: Few sources available today offer writing teachers such succinct, practice-based help—which is one reason why 30 Ideas for Teaching Writing was the winner of the Association of Education Publishers Distinguished Achievement Award for .
The National Strategies on the web These practical materials are designed to help teachers and schools focus on the core business of improving teaching and learning.
They are intended to offer support to both new and experienced teachers, as well as subject leaders and senior leaders. Evidence from the evaluation of the early implementation of the National Literacy Strategy shows that, in most classrooms, while both reading and writing have been emphasised, the teaching of reading, particularly shared reading, has been more systematic and better structured.
My writing shows the main purpose of my writing using some features of the type of writing I am doing. I try to write in the correct style for the purpose of my writing, even if it is not always successful.