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Curriculum Based Evaluation in Written Expression

Curriculum Based Evaluation in Written Expression. Gary L. Cates, Ph.D. The writer as an Author. Purpose: Intent The reader must know writer’s intent Process Planning: Pre-writing: Intent and Style During: Ongoing changes of style Reviewing: constant recursive steps

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Curriculum Based Evaluation in Written Expression

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  1. Curriculum Based Evaluation in Written Expression Gary L. Cates, Ph.D.

  2. The writer as an Author • Purpose: Intent • The reader must know writer’s intent • Process • Planning: • Pre-writing: Intent and Style • During: Ongoing changes of style • Reviewing: constant recursive steps • Revision: Improvement of clarity of intent • Transcribing: “Editing” (Writer as secretary)

  3. Writer as Author Continued • Product • Fluency: TWW and CWS • Syntactic Maturity: Complexity of sentences • Vocabulary: Sophistication and non-repeating • Content: Holistic rating/attention to organization • Conventions: Errors in mechanics

  4. Assessment Options • Permanent products • Story Starters (younger kids) • Picture prompts could result in description only • Essays (older kids)

  5. Measurement Options • Qualitative Scale (1 to 5 rating) • Not a normative Scaling! • Criterion Scale • Holistic Scale (4 tiers of papers?) • Teachers at each grade level divide best from worst and rate the others accordingly • How about for benchmarking? • Direct Measurement • NCW/L or W/LS • Important to adhere to “traits” you have chosen

  6. Setting Goals • Develop Cut Scores (1.5 or 2x discrepancy from standard) • Set goal to close the gap between current performance and expectation

  7. Instructional Ideas • Balanced Instruction: Pre-writing Planning • Teach The process: Planning, reviewing, revising, transcribing, peer collaboration • Teach fluency of expression: Read/write a lot. In different ways for different people • Balanced Mechanics: COPS • Note about spelling: Morphograph instruction and not word lists!

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