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Think-Aloud Approach to Writing Assessment: Analyzing Process and Product with Adolescent Writers [Pehme köide]

5.00/5 (4 hinnangut Goodreads-ist)
  • Formaat: Paperback / softback, 168 pages, kõrgus x laius x paksus: 228x154x7 mm, kaal: 245 g
  • Sari: Language and Literacy
  • Ilmumisaeg: 24-Oct-2018
  • Kirjastus: Teachers' College Press
  • ISBN-10: 0807759503
  • ISBN-13: 9780807759509
Teised raamatud teemal:
Think-Aloud Approach to Writing Assessment: Analyzing Process and Product with Adolescent WritersSuurem pilt
  • Formaat: Paperback / softback, 168 pages, kõrgus x laius x paksus: 228x154x7 mm, kaal: 245 g
  • Sari: Language and Literacy
  • Ilmumisaeg: 24-Oct-2018
  • Kirjastus: Teachers' College Press
  • ISBN-10: 0807759503
  • ISBN-13: 9780807759509
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780807759509.html
Märksõnad:
Emphasizing learning over evaluation, the think-aloud approach is especially well-suited to revealing students' strengths and helping them overcome common challenges to writing. This book describes how to implement the think-aloud method and shows how this method is flexible and adaptable to any writing assignment and classroom context.

Arvustused

"This book could easily find its place on the bookshelves of practicing teachers, preservice teachers, and English education scholars, and should be required reading for any Approaches to Teaching Writing course. The think-aloud writing assessment approach she has developed is relatively groundbreaking in its commonsensical simplicity coupled with its possibilities for teachers attempting to navigate increasingly standardized writing instruction and assessment." Teachers College Record

Acknowledgments vii
Foreword George Newell ix
1 Introduction: Thinking Aloud as an Assessment Opportunity
1(20)
Informing Instruction with Diagnostic and Formative Assessment
4(2)
Dialogic Writing Assessment: A Conceptual Framework
6(1)
Diagnostic and Formative Potential of Think-Aloud Writing Assessment
7(3)
Setting the Stage for Think-Aloud Writing Assessment
10(9)
Conclusion
19(2)
2 Interacting With Students in Think-Aloud Writing Assessment
21(27)
Enacting Dialogue Through Interaction
22(1)
The Legacy of Dynamic Assessment
23(3)
What Does Interactive Think-Aloud Assessment Look Like?
26(4)
Linking Assessment and Instruction with Think-Aloud Writing Assessment
30(8)
Think-Aloud Writing Assessment Versus Writing Conferences
38(1)
Planning and Record-keeping
38(4)
Questions Teachers May Have
42(5)
Conclusion
47(1)
3 What Can Teachers Learn from Think-Aloud Writing Assessment?
48(19)
A Focus on Individual Student Needs
48(1)
Learning About Students' Writing Processes
49(8)
A Refined Understanding of Students' Challenges
57(5)
Learning About Strengths Within the Writing Process
62(2)
Using Think-Aloud Writing Assessment to Inform Instruction
64(2)
Conclusion
66(1)
4 Aligning Think-Aloud Writing Assessment with Instructional Goals
67(22)
Goal-Setting Is Essential in Formative Assessment
67(4)
Goal-Aligned Teacher Questions and Prompts
71(8)
Think-Aloud Assessment and Instructional Goals
79(7)
Think-Aloud Writing Assessment Within a Comprehensive Assessment System
86(2)
Conclusion
88(1)
5 How Think-Aloud Writing Assessment Can Benefit Students
89(16)
Putting Students at the Center of Formative Assessment
89(1)
What Students Can Learn from Think-Aloud Writing Assessment
90(11)
Supporting Students' Learning Through Assessment
101(2)
Conclusion
103(2)
6 Think-Aloud Writing Assessment for Teacher Development
105(16)
Think-Aloud Writing Assessment in Preservice Teaching Experiences
106(7)
Using Think-Aloud Writing Assessment for Collective Professional Growth
113(4)
Conclusion: The Dialogic Evolution of Teacher Knowledge
117(3)
Note
120(1)
Appendix A 121(8)
Appendix B 129(4)
Appendix C 133(4)
References 137(10)
Index 147(10)
About the Author 157
Sarah W. Beck is an associate professor of English education at New York University, Steinhardt School of Culture, Education, and Human Development.