Document Type
Article
Subject Area(s)
Elementary Education, Pedagogy, Writing
Abstract
Two teachers engage in assessment discussions based on an analytical rubric to assess an ELL student’s writing. Discourse analysis methods were used to analyze recorded/transcribed assessments and discussions. The teachers focused on descriptors for the rubric’s lowest scores, neglecting their own knowledge and experience with English learners. As an alternative, a sociocultural oriented assessment is discussed including implications for the classroom.
Publication Info
Published in Language Arts, Volume 87, Issue 5, 2010, pages 337-347.
http://www.ncte.org/journals/la/issues/v87-5
© 2010 by the National Council of Teachers of English
Rights
http://www.ncte.org/journals/la/issues/v87-5
© 2010 by the National Council of Teachers of English