Assessing Writing in Middle School
I had an excellent Professional Development Day yesterday, on assessing writing. I’ve got so much work to do this weekend now! Don’t you just love it when that happens? You attend a PD session and by the time you get to the end, you have more questions than answers? Well, that’s the kind of afternoon that I had (in a good way).
We started off the session with reading a chapter from Assessing Writers, an excellent book from our Literacy Library by author Carl Anderson. Everything was made so simple in that first chapter- confer with your students, gather evidence on what individual students need in their writing and plan your writing lessons and mini-lessons accordingly. Sounds easy, right? In theory it is, and I’m planning on giving it a shot!
Toward the end of the session, I was able to score a few minutes alone with the Literacy coach to pick her brain about a few things that I’ve been concerned with in my classroom around our new ELA resources and how I’ve been using them. I feel (and have felt for a while) that I am not as focused in my Language Arts teaching as I would like to be. (My strength is Math – that’s no secret.) Therefore, I feel like I’m constantly trying to figure out the best way to teach reading and writing to my students. And, each year it’s like I start from scratch again, hoping to “figure it out” this year.
Our conversation turned toward another topic of concern for me as well – evaluation and marking. It’s not so much the gathering of information that I have the issue with. I know how my kids are doing and I assess them with rubrics, checklists, observational data, conferencing etc. However, the subjectivity and somewhat grey area that can creep into evaluating a piece of student writing, has given me a feeling of dissonance for a while now.
We operate on a 100 point scale in my province, and I truly feel as though I am working within a flawed system. Even when I use a rubric, mathematically the results don’t always convert to the percent that is most appropriate for the piece of work. On a four point rubric, if a student is meeting expectations across the board, he will receive a 75%. Did he deserve a 75%, though? Was his work a “strong three” and therefore more worthy of an 85%? Or perhaps, he met expectations, but just barely and since a pass is a 60%, he should receive a mark closer to 60%? Realistically, what’s the difference between an 87% and an 88%? I would love to give letter grades a try. Having a range of marks that is suitable for a piece seems so much more appropriate than the system that we’re currently using here.
Anyhow, we chatted for a while and it was so nice to get some of these things off of my chest and to come up with a plan of sorts for how to best work within the system. I’ve been teaching based on the themes and resources that we received 2 years ago when we got a new program. As the Literacy coach reminded me, they are the resources, not the curriculum (although of course they are based on the curriculum outcomes). She suggested that since I seem to be searching for a better way to organize my ELA program, that I do so by writing form, rather than theme. I’m willing to try anything and after talking to her, I’m quite excited to see what this may look like for the remainder of the school year.
The current book club writing focus is poetry, which works out perfectly, since we haven’t covered it much yet this year. This weekend, I’ll be looking at the other forms of writing that still need to be covered before the end of the school year and finding reading selections within our program resources that support/are examples of each writing form. That way, if we are doing Descriptive Report writing, for example, we’ll only be reading examples of descriptive reports so that we can really get a feel for how a report is written and the text features that authors may use such as captions, diagrams, headings etc. Even though this mid-year plan reorganization is going to take time and a lot of effort, I am SO okay with it if it means that I will be more focused in my teaching and my students in their learning. The thing is, I know without even beginning, that it will be! The Literacy coach also gave me some ideas for how to make my rubrics aimed more precisely at what I’ll be covering – so that’s great! Although she’s supposed to be just for the K-6 teachers, she has been wonderful to do her best to support me as well in our K-7 school.
As for my other issue, with the 100 point scale – I know that this is a shift that will have to come from above (or within). I am doubtful that things will ever change within my career – but who knows! Perhaps I’ll spearhead a crusade for letter grades and finally release us from the shackles of this ridiculous system of evaluating students once and for all!
How do you mark where you teach? Percents? Letter grades? What kind of assessment tools do you prefer?
PS: In case you haven’t heard – HUGE SUPER SALE at TeachersPayTeachers THIS SUNDAY – tomorrow! TPT is offering 10% off of all purchases and most sellers will be having sales in their stores as well. Everything in my TPT Store will be on sale at 28% off (the most I can do). If you have any items on your wishlists – it’s time to get them off of there!
Posted on February 2, 2013, in Education, General Teaching, Literacy, Middle School, Professional Development, Professional Reading, Reflecting About Teaching, Writing and tagged assessing writing, Assessing Writing in Middle School, balanced literacy, carl anderson, organizing writing, problems with the 100 point scale, reflecting on 100 point scale. Bookmark the permalink. Comments Off on Assessing Writing in Middle School.