Developing national standards for the assessment of writing. A tool for teaching and learning

Prosjektperiode: 01/01/2012 - 31/03/2016

Institusjon: HØGSKOLEN I SØR-TRØNDELAG AVD FOR LÆRER- OG, TOLKEUTDANNING

Prosjektleder: Synnøve Matre

Program: Norsk utd.forskn.2009-2018

Sammendrag

The goal of the proposed project is to carry out in-depth research on specified assessment norms for writing as a key competency and what effects such norms will have on pupils' text quality and the quality of teachers' assessment. This goal reflects adva nced literacy needs inherent in a knowledge society and emphasized in the 2006 Norwegian curriculum. To reach our goal, the project formulates three research questions: 1) which specified norms of assessment can sustainably serve as explicit standards for writing in an educational assessment-as-learning environment? 2) which specific effects does the educational integration of shared explicit standards have on the quality of teacher assessment? 3) which specific effects do the educational integration of s hared explicit standards have on the quality of pupils' writing? The project builds on a social semiotic construct of writing that yields construct and content validity as well as principles for organizing standards and a multidimensional scoring instrum ent.������ The project is designed in two parts: In the first part, tentative standards will be refined in collaboration with 8 intervention schools. The second part (16 schools) is designed to investigate whether the integration of standards will lead t o improved teacher assessment and pupils' writing quality.������������ The project combines qualitative and quantitative methods and is designed as a repeated- measurements field study with six partially overlapping sub-studies, designed to answer the thr ee research questions.������������ Hosted by the National Writing Centre, the studies will be carried out by an interdisciplinary researcher group from six institutions with partners from Hong Kong and New Zealand, and two national doctoral candidates. A reference group will have participants from Sweden, Finland, Australia and the USA.

Developing national standards for the assessment of writing. A tool for teaching and learning

Prosjektperiode: 01/01/2012 - 31/03/2016

Institusjon: Trondheim lærerhøgskole

Prosjektleder: Synnøve Matre

Program: Norsk utd.forskn.2009-2018

Sammendrag

The goal of the proposed project is to carry out in-depth research on specified assessment norms for writing as a key competency and what effects such norms will have on pupils' text quality and the quality of teachers' assessment. This goal reflects adva nced literacy needs inherent in a knowledge society and emphasized in the 2006 Norwegian curriculum. To reach our goal, the project formulates three research questions: 1) which specified norms of assessment can sustainably serve as explicit standards for writing in an educational assessment-as-learning environment? 2) which specific effects does the educational integration of shared explicit standards have on the quality of teacher assessment? 3) which specific effects do the educational integration of s hared explicit standards have on the quality of pupils' writing? The project builds on a social semiotic construct of writing that yields construct and content validity as well as principles for organizing standards and a multidimensional scoring instrum ent.������ The project is designed in two parts: In the first part, tentative standards will be refined in collaboration with 8 intervention schools. The second part (16 schools) is designed to investigate whether the integration of standards will lead t o improved teacher assessment and pupils' writing quality.������������ The project combines qualitative and quantitative methods and is designed as a repeated- measurements field study with six partially overlapping sub-studies, designed to answer the thr ee research questions.������������ Hosted by the National Writing Centre, the studies will be carried out by an interdisciplinary researcher group from six institutions with partners from Hong Kong and New Zealand, and two national doctoral candidates. A reference group will have participants from Sweden, Finland, Australia and the USA.