Building students' evaluative and productive expertise in the writing classroom

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dc.contributor.author Hawe, Eleanor en
dc.contributor.author Dixon, Helen en
dc.contributor.editor Lee, I en
dc.date.accessioned 2017-05-30T05:29:29Z en
dc.date.issued 2014-01 en
dc.identifier.citation Assessing Writing, January 2014, 19, 66 - 79 en
dc.identifier.issn 1075-2935 en
dc.identifier.uri http://hdl.handle.net/2292/33172 en
dc.description.abstract Contemporary notions of feedback involve students working alongside teachers and peers with a view to enhancing students' learning. It is no longer sufficient or fitting for teachers to be the primary source of feedback as this runs the danger of developing dependence on external sources for information about progress and learning. If students are to move from being recipients of feedback to intelligent self-monitoring, they need to take responsibility for their learning. With this end in mind, instructional programmes should provide students with authentic opportunities to monitor and improve the quality of work during production. Three elementary teachers who articulated similar beliefs about the importance of feedback and student involvement in their learning, and who described teaching practices congruent with the development of student autonomy, were observed during the teaching of a genre based writing unit. Observations revealed qualitative differences in the opportunities created for students to gain understanding of expectations, engage in evaluative and productive activities, and make decisions about their writing. These three cases show that developing students' evaluative knowledge and productive skills in writing involves adoption of AfL as a unitary notion and a radical transformation of the traditional taken-for-granted roles and responsibilities of teachers and students. en
dc.language English en
dc.publisher Elsevier en
dc.relation.ispartofseries Assessing Writing en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://sherpa.ac.uk/romeo/issn/1075-2935/ https://www.elsevier.com/about/our-business/policies/sharing en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Building students' evaluative and productive expertise in the writing classroom en
dc.type Journal Article en
dc.identifier.doi 10.1016/j.asw.2013.11.004 en
pubs.begin-page 66 en
pubs.volume 19 en
dc.description.version VoR - Version of Record en
pubs.author-url http://www.sciencedirect.com/science/article/pii/S1075293513000482 en
pubs.end-page 79 en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 408157 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
dc.identifier.eissn 1873-5916 en
pubs.record-created-at-source-date 2013-11-04 en
pubs.online-publication-date 2013-12-02 en


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