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School Year 2011-2012
3.School Year 2012-2013:
Oct: tools to plan a unit
Nov: Writing skills: process to buil up a text
Dec: Writing skills_Building up a text. Tasks and text samples
Jan-Feb: Writing skills_Building up a text. Dealing with info
April: Writing skills_Building up a text. Drafting, revising, editing & publishing
May: assessing a writing task
4.School Year 2014-2015
5.School Year 2016-2017
2012-2013 Writing skills 5
dealing with diversity
2012-2013 SEMINAR SESSIONS
TOPIC: Writing skills
Assessing a writing task
external image ResourcesSP20110504.jpg
1. Exchange of material & successful practices
2. Today's topic: Assessing a writing task.
2.1. Assessing the students during the process
We have had many chances to assess children's work all along the process. To do so, we can use several tools and procedures, from observation grids to pupils' self and peer assessment, but now we want to focus our attention on the assessment of a piece of writing.
student's final product
So far, we have been working on a writing task using a textual approach. Thus, when assessing it, we have to take into account three main fields: its adaptation to the communicative situation proposed in the task (the Sociolinguistic Competence), its textual coherence and cohesion (the Discourse Competence) and its lexical, morphosyntactic and orthographic accuracy (the Linguistic Competence). The detailed template offered below is an adaptation of the material offered by the
(Main Teacher Training Centre) for the Diagnostic Evaluation in 2013 (see the resources column 1 & 2).
2.3. Reflecting on the process:
Food for Thought
1.- Students' and teacher's role:
Students are the protagonists of the writing process, but to what extent have we allowed them to take part in each step of it? Who... plans, decides the target, makes the anchor charts, looks for the information, makes the checklist, revise, proofreads and publish the final product?
What has been, then, the role of the teacher in this process? Has the teacher done what the students could have done?
2.- Caring for diversity:
Have you taken into account diversity in your classroom along the writing process?
How have you helped students with special needs? How have you fostered peer-help?
Have gifted students got chances for further development in your scheme of work?
Hizkuntza idatziaren ebaluazioa: testuak zuzentzeko irizpideak
Evaluación de la expresión escrita: criterios de corrección
Coherence and cohesion
4.Joint Document for seminar work:
Big book of inventors and inventions_ process
3.- Digital tools: Using Google Drive forms for assessment
We will use the form produced to assess this schoolyear seminar to see how we can use Google Drive forms for assessment.
". Department of Education and Early Childhood Development (Teacher Support Resources).
Elementary Assessment Tools
knowing in advance the criteria for assessment). Adapted from materials developed by Pomperaug Regional School District, Middlebury, CT Through an agreement with the Maryland Assessment Consortium.
help on how to format text
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