Date of Award
1-1-1992
Document Type
Dissertation - NSU Access Only
Degree Name
Doctor of Education
Department
Child and Youth Care Administration
Advisor
William Anderson
Keywords
Evaluation, Performance-based Assessment, Portfolio Assessment, English Education, Secondary Education.
Abstract
This practicum sought to improve student writing and student attitude towards writing through a performance-based assessment which featured peer and teacher conferencing, holistic grading and publication of material written by students. The practicum involved seventh and eighth grades and five teachers who instituted all aspects of the writing process from prewriting to evaluation. The writer organized a twelve-week writing program which encompassed all four types of writing; provided folders for all students; outlined procedures for peer and teacher conferencing; conducted summative evaluations among teachers; enacted a letter-writing project among students; arranged for the collection and sealing of student folders for teacher assessment in the next academic year; and conducted summative evaluation surveys following at the conclusion of the program. Analysis of the survey and evaluation of teacher discussions revealed a substantial increase in student participation in writing as well as an improved attitude by the students about writing. Use of holistic grading procedures brought about a greater awareness by teachers of this type of evaluation and provided a greater spectrum of positive grades from the students participating. Overall teachers and students generated a more positive outlook about writing in general and of portfolio assessment in particular.