Elementary Education, Pedagogy, Writing
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.
Published in Language Arts, Volume 87, Issue 5, 2010, pages 337-347.
© 2010 by the National Council of Teachers of English