The Writing Portfolio: Assessment Starts with A

Because of the nature of institutional administration, the intrinsic characteristics of the teaching profession, and outside factors, educators may suffer from many stress-related problems such as anxiety, illness, and withdrawal. In this article, the authors offer three case studies taken from field analysis as examples of stress in the workplace. These illustrations are followed by a discussion of the ways scholarship has endeavored to deal with the problem of stress.     

Application of Portfolio Assessment in College English Writing

Portfolio assessment is considered as one of the most beneficial assessments in English teaching.However this effective assessment is neglected in college EFL writing.This paper aims to find out whether portfolio assessment can be used in English writing class effectively and describe the implement of this assessment.     

Addressing Reliability Problems in the Portfolio Assessment of College Writing

In research and development designed to assess the writing skills of third-year college students, the University of Wisconsin Verbal Assessment Project developed and tested procedures for assessing writing portfolios from students in courses representing each college in the university. Following the work of Britton (1970) and 1:he National Assessment of Education Progress, we defined expository writing as sustained reflection in which the writer focuses and processes information to various degrees. Basing our work on this construct, we assessed writing samples in each portfolio in terms of both degree of reflection and extent of text elaboration. Results of two studies are presented. In Study 1, raters scored each text from a given portfolio before rating texts in the next portfolio. Reliability estimates were low to moderate for both scores. In follow-up Study 2, involving a comparable group of students, several changes were made to improve reliability: (a) Raters scored all texts written in response to a given prompt or assignment within a class before moving to the next set of texts; and (b) each time readers dealt with a new task, they read several examples together, coming to agreement about how various texts were to be rated. Estimates of reliability for both scores were somewhat higher and suggest that the modifications improved reliabilities. Results demonstrate that adequate reliability should be expected if texts are rated by task across portfolios within classes. Based on these findings, we contend that, because writing normally varies by topic, genre, and other variables, writing portfolios are better characterized by scores for each piece than by a single writing-skill score.     

Modeling Basic Writing Processes From Keystroke Logs

The goal of this study is to model pauses extracted from writing keystroke logs as a way of characterizing the processes students use in essay composition. Low‐level timing data were modeled, the interkey interval and its subtype, the intraword duration, thought to reflect processes associated with keyboarding skills and composition fluency. Heavy‐tailed probability distributions (lognormal and stable distributions) were fit to individual students' data. Both density functions fit reasonably well, and estimated parameters were found to be robust across prompts designed to assess student proficiency for the same writing purpose. In addition, estimated parameters for both density functions were statistically significantly associated with human essay scores after accounting for total time spent writing the essay, a result consistent with cognitive theory on the role of low‐level processes in writing.     

Assessing Writing Portfolios: issues in the Validity and Meaning of Scores

This article discusses an approach to analyzing performance assessments that identifies potential reasons for misfitting items and uses this information to improve on items and rubrics for these assessments. Specifically, the approach involves identifying psychometric features and qualitative features of items and rubrics that may possibly influence misfit; examining relations between these features and the fit statistic; conducting an analysis of student responses to a sample of misfitting items; and finally, based on the results of the previous analyses, modifying characteristics of the items or rubrics and reexamining fit. A mathematics performance assessment containing 53 constructed-response items scored on a holistic scale from 0 to 4 is used to illustrate the approach. The 2-parameter graded response model (Samejima, 1969) is used to calibrate the data. Implications of this method of data analysis for improving performance assessment items and rubrics are discussed as well as issues and limitations related to the use of the approach.     

档案袋评价在英语专业写作教学中的应用研究

在教学中通过学生英语在写作中进行自评、同伴评,教师评等一系列活动和把所有材料装进档案袋的学习过程,将档袋评价这种新型的评价方式引入了高职英语专业写作课堂,使学生的英语写作能力逐步提高英语成绩。     

档案袋评价在英语专业写作教学中的应用研究

在教学中通过学生英语在写作中进行自评、同伴评,教师评等一系列活动和把所有材料装进档案袋的学习过程,将档袋评价这种新型的评价方式引入了高职英语专业写作课堂,使学生的英语写作能力逐步提高英语成绩。     

英语专业本科毕业论文写作认知过程与成绩的关系

采用问卷调查法对英语专业本科毕业论文写作认知过程与成绩的关系进行了探讨.结果表明:文献综述、研究设计和撰改论文这三个分过程与论文成绩存在统计学上的显著相关,其中,文献综述过程与论文成绩相关最为显著.三个分过程综合起来在很大程度上能预测论文成绩,并由此提出了加强这三个环节指导工作的建议.     

Assessing Technical Writing in Institutional Contexts: Using Outcomes-Based Assessment for Programmatic Thinking

Technical writing instruction often operates in isolation from other components of students' communication education, partly as a consequence of assessment practices that lead to a narrow perspective. We argue for altering this isolation by moving writing instruction into a position of increased programmatic perspective, which may be attained through a means of assessment based on educational outcomes. Two models of technical writing instruction, centralized and diffused, are discussed, and we show how outcomes-based assessment provides for the change in perspective we seek.     

写长法和档案袋评价在英语写作教学中同时使用的尝试

"写长法"和写作档案袋评价在英语写作教学中可同时使用,因为两者拥有共同的教学理念,又彰显各自在写作教学中的优势.它们关注学生在学习中的情感问题,重视写作任务设计,让学生在表达真情实感的过程中释放学习潜能,促使学生把所掌握的语言知识与写作能力结合起来.写长法解决了写作量不足的问题,为档案袋评价提供了充实的内容.档案袋的建立不仅促使学生参与评价、进行反思,而且解决了长文章的收集、筛选和管理问题.两者同时使用,可取得良好教学效果.     

基于同伴互评的专业英语写作评价研究

文章将同伴互评用于教育技术"专业英语"课程写作评价,分析评语类型、评语采纳、认可程度之间的关系。文章对通过两轮同伴互评活动所得的749条评语进行了编码分类,并利用AMOS软件分析了同伴互评观察变量间的因果模型,得出:分析和修改两种评语类型显著影响认可程度;认可程度与评语采纳之间有显著的因果关系;当评语呈现修改导向时,该评语更易被学生采纳。探究不同类型的评语对学生"专业英语"论文写作素养能力的影响、对评语类型进行适当引导的干预研究等,均为后续研究提供了可能。     

Assessing Agreement: An Examination of the Interrater Reliability of Portfolio Assessment in Rochester,New York

This article reports on the interrater reliability of language arts portfolio assessment in the primary grades of the Rochester, New York, school system. This assessment was based on a sample of approximately 400 primary-grade language arts portfolios that were rated by two raters: the student's classroom teacher and an external reviewer. Reliabilities for student portfolios ranged from .58 for Grade 1 reading portfolios to .79 for kindergarten reading portfolios. Many of the reading portfolios could not be rated by the external reviewer, revealing problems both with the portfolio policies of the district and with the classroom-level implementation. The findings showed that primary-grade classroom teachers can reliably rate their own students' work, but tensions exist if a single portfolio system is intended both to provide classroom teachers with information about their students and to supply accountability information to administrators.     

研究性学习档案袋评价:大同中学的案例研究

为了解我国研究性学习档案袋评价的实践状况,我们选取了上海市大同中学做为研究对象,对该校课题研究的档案袋评价做了较深入的研究。大同中学于1997年已经开始了研究性学习的前期准备,1998年始,构建了以问题研究为中心的高中研究性学习课程体系,对于档案袋评价已经积累了一定的经验。     

Assessing,Teaming, and Reflecting: Student Outcomes From Participating in a Play-Based Assessment

Preparing early childhood education (ECE) and early childhood special education (ECSE) professionals to work with young children with and without disabilities entails the acquisition of content, its application, and opportunities for reflection. This article describes a component of an ECSE assessment course focusing on the logistics and process to conduct a play-based assessment (PBA). Demographic characteristics are provided for participating students, children and, parents. The components of assessing, teaming, and reflecting as related to preparing, conducting, and writing the results are presented within the context of preservice student outcomes with corresponding student comments. Possible PBA difficulties and solutions are also described. Implications for teacher preparation in ECE and ECSE are also offered.     

对幼儿成长记录袋评价的审思

成长记录袋评价作为一种新兴评价方式受到了极大的关注.本文针对它在幼儿园教育实践中存在的创建目的不明确、评价内容不全面、评价主体缺乏多元性、评价过程缺乏高效性、评价的标准化程度低等问题,在技术、社会与心理层面上作了深层的原因分析,并针对实际提出了解决问题的对策.     

英语阅读评估：从传统测评方式到档案评估探讨

传统阅读测试以阅读理解等终结性评估为主。档案评估是系统地．有组织有目的地收集证据，在一个或多个方面展示学生知识成长、进步和努力、技能成就等。本文探讨档案评估应用于英语阅读测试上的可行性，从理论依据、措施内容、实施原则、优势、注意事项等方面进行论述．试图弥补传统英语阅读测试之不足。     

Portfolio Assessment: A Model for Counselor Education

Portfolio assessment can be used to measure counselor-in-training growth over time. The benefits to counselor education programs, including the ability to evaluate counselor progress, are discussed.