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2018
Volume 107, Issue 3
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895

Abstract

Four English language arts teachers formed an inquiry group to design approaches to writing assessment that would support and foster student writers’ agency, empowerment, and freedom.

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/content/journals/10.58680/ej201829464
2018-01-01
2024-05-21
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References

  1. Ball Arnetha F. “Expanding the Dialogue on Culture as a Critical Component When Assessing Writing.” Assessing Writing, vol. 4, no. 2 1997, pp.169–202.
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  2. Bomer Katherine. Hidden Gems: Naming and Teaching from the Brilliance in Every Student’s Writing. Heinemann 2010.
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  3. Fecho Bob. Teaching for the Students: Habits of Heart, Mind, and Practice in the Engaged Classroom. Teachers College Press 2011.
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  4. Huot Brian. (Re)Articulating Writing Assessment for Teaching and Learning. Utah State UP 2002.
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  5. Spence Lucy K. “Discerning Writing Assessment: Insights into an Analytical Rubric.” Language Arts, vol. 87, no. 5 2010, pp.337–52.
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  • Article Type: Research Article
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