Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
344405 | Assessing Writing | 2010 | 14 Pages |
Abstract
This paper reports on the feedback and assessment practices of Canadian grades 4–8 teachers; the data are drawn from a national study of the teaching of writing at the middle grades in all ten Canadian provinces and two (of three) territories. Respondents were 216 grades 4–8 teachers from rural and urban schools. Data sources were audio-recorded telephone interviews analyzed using a constant comparative method. Participating teachers were mindful that feedback is important for student self-esteem; they valued peer editing and viewed feedback as essential for fostering students’ writing development; they strove to be what they considered “objective” while adhering to criteria for standardized exams.
Related Topics
Social Sciences and Humanities
Arts and Humanities
Language and Linguistics
Authors
Shelley Stagg Peterson, Jill McClay,