At the end of the semester (4 and 10), each student will submit an electronic portfolio (6 and 9) that will show his or her growth as a writer (5) in multiple areas. The portfolio will contain work that has been composed throughout the semester on various real world relevant topics (1) and peer evaluations that report on what the students do well (7 and 8), including the student’s voice, organization, and purpose (2 and 3).
1. the user wants to accomplish for particular listeners or readers within that environment: compare / contrast , real world relevance, personal connection
2. language by definition is social: paper needs to be understood by classroom peers
3. reading / evaluation is socially contextualized: peer evaluations (once at the end) focus on organization and voice and must work towards audience understanding
4. writing ability is a sum of a variety of skills and should not be one paper: portfolio that contains papers on the same topic from throughout the semester
5. writing assessment is useful primarily as a means of improving learning: gradation of improvement
6. assessment tends to drive pedagogy: portfolio
7. standardized tests, usually developed by large testing organizations…portfolio will focus on what they do well
8. the means used to test students’ writing ability shapes what they consider writing to be: focus on elements the students ‘do’ well and what they can improve
9. financial resources available for designing and implementing assessment: use the money to purchase 1 GB thumb drives instead of ‘study material’
10. there is a large and growing body of research on language learning, language use, and language assessment that must be used to improve assessment on a systematic and regular basis.