Introducing teachers to new semiotic tools for writing instruction and writing assessment: consequences for students' writing proficiency. Issue 1 (2nd January 2019)

• Record Type: Journal Article
• Authors: Berge, Kjell Lars; Skar, Gustaf B.; Matre, Synnøve; Solheim, Randi; Evensen, Lars S.; Otnes, Hildegunn; Thygesen, Ragnar
• Is Part Of: Assessment in education. Volume 26:Issue 1(2019)
• Page Start: 6
• Page End: 25
• Publication Date: 2019-01-02
• Subjects: Writing -- writing assessment -- writing instruction -- construct definition -- effects of writing intervention; Educational tests and measurements -- Periodicals; Education -- Evaluation -- Periodicals; 371.26
• DOI: 10.1080/0969594X.2017.1330251
• Languages: English
• ISSNs: 0969-594X

Abstract

Abstract: This article reports consequences for student writing quality based on a long-term professional learning project. Project teachers, representing all school subjects in grades 3–7, were presented with a writing construct, 'Wheel of Writing', and norms of expectation for writing proficiency. Participating teachers used the writing construct and norms as a basis for writing instruction and writing assessment. The project was conducted in 24 schools across Norway. 3088 students from 20 project schools participated. Two hundred and thirty three students from 4 schools were used as a comparison group. The investigation showed that students in primary school improved their writing quality significantly. Students in lower secondary school did not. However, there was substantial variation in writing quality effects between schools, classes, and individual students. For instance at a number of schools, project students from lower secondary school improved their writing quality significantly. The article discusses potential explanations of the effects.