Select an item by clicking its checkbox
Assessing Students' Digital Writing: Protocols for Looking Closely
Additional Info:
Click Here for Book Review
Abstract: In this book, Troy Hicks - a leader in the teaching of digital writing - collaborates with seven National Writing Project teacher consultants to provide a protocol for assessing students’ digital writing. This collection highlights six case studies centered on evidence the authors have uncovered through teacher inquiry and structured conversations about students’ digital writing. Beginning with a digital writing sample, each teacher offers an analysis of a student’s work and a reflection on how collaborative assessment affected his or her teaching. Because the authors include teachers from kindergarten to college, this book provides opportunities for vertical discussions of digital writing development, as well as grade-level conversations about high-quality digital writing. The collection also includes an introduction and conclusion, written by Hicks, that provides context for the inquiry group’s work and recommendations for assessment of digital writing.
Book Features:
An adaptation of the Collaborative Assessment Conference protocol to help professional learning communities examine students’ digital work.
Detailed descriptions of students’ digital writing, including the assessment process and implications for instruction.
Links to the samples of student digital writing available online for further review and to be used as digital mentor texts. (From the Publisher)
Table Of Content:
Foreword: An Introduction to the National Writing Project’s “Digital Is” Website (Christina Cantril)
Foreword
Acknowledgments
Introduction: An Invitation to Look Closely at Students’ Work
Looking Closely at Student Work: Employing Protocols for Teacher Inquiry
Changing Assessment Practices with Digital Writing
A Brief Description of Our Teacher Inquiry Group’s Process
Outline of the Book
ch. 1 Extending Writing through Augmented Reality
Context for the Project
Looking Closely at Aaron’s Work
Implications for Instruction and Assessment
ch. 2 Wondering in Room 114
Our Writing Workshop
Digital Mentor Texts
Wonderopolis as a Digital Mentor Text
The “Wonder” Project
Looking Closely at Carson’s Project
What Do You Notice?
Questions Invite Deeper Thinking
Reflection on the Process
ch. 3 Nurturing Middle School Readers Through Reviews and Book Trailers
The Project: Using Animoto for a Multimodal Response
Insights from the Collaborative Assessment Conference Protocol
Implications for Future Instruction and Assessment
ch. 4 “Seize the Day”: Finding Voice by Creating Public Service Announcements
Katie as a Digital Learner
Implications for Instruction and Assessment
Epilogue
ch. 5 Chocolate and Change: Gaming for Social Justice
Describing the Project: The Teach-in
Insights from the Protocol Review Process
ch. 6 Remix and Remediate: Social Composing for More than Just the Web
Narrating a Story of Forgiveness
Asking Critical Questions About Digital Composing
Holding Onto Syncretic Tensions in Community and Composition
Conclusion
Broadening Our Vision of Assessment
Next Directions for Digital Writing Assessment
References
Index
About the Contributors
Click Here for Book Review
Abstract: In this book, Troy Hicks - a leader in the teaching of digital writing - collaborates with seven National Writing Project teacher consultants to provide a protocol for assessing students’ digital writing. This collection highlights six case studies centered on evidence the authors have uncovered through teacher inquiry and structured conversations about students’ digital writing. Beginning with a digital writing sample, each teacher offers an analysis of a student’s work and a reflection on how collaborative assessment affected his or her teaching. Because the authors include teachers from kindergarten to college, this book provides opportunities for vertical discussions of digital writing development, as well as grade-level conversations about high-quality digital writing. The collection also includes an introduction and conclusion, written by Hicks, that provides context for the inquiry group’s work and recommendations for assessment of digital writing.
Book Features:
An adaptation of the Collaborative Assessment Conference protocol to help professional learning communities examine students’ digital work.
Detailed descriptions of students’ digital writing, including the assessment process and implications for instruction.
Links to the samples of student digital writing available online for further review and to be used as digital mentor texts. (From the Publisher)
Table Of Content:
Foreword: An Introduction to the National Writing Project’s “Digital Is” Website (Christina Cantril)
Foreword
Acknowledgments
Introduction: An Invitation to Look Closely at Students’ Work
Looking Closely at Student Work: Employing Protocols for Teacher Inquiry
Changing Assessment Practices with Digital Writing
A Brief Description of Our Teacher Inquiry Group’s Process
Outline of the Book
ch. 1 Extending Writing through Augmented Reality
Context for the Project
Looking Closely at Aaron’s Work
Implications for Instruction and Assessment
ch. 2 Wondering in Room 114
Our Writing Workshop
Digital Mentor Texts
Wonderopolis as a Digital Mentor Text
The “Wonder” Project
Looking Closely at Carson’s Project
What Do You Notice?
Questions Invite Deeper Thinking
Reflection on the Process
ch. 3 Nurturing Middle School Readers Through Reviews and Book Trailers
The Project: Using Animoto for a Multimodal Response
Insights from the Collaborative Assessment Conference Protocol
Implications for Future Instruction and Assessment
ch. 4 “Seize the Day”: Finding Voice by Creating Public Service Announcements
Katie as a Digital Learner
Implications for Instruction and Assessment
Epilogue
ch. 5 Chocolate and Change: Gaming for Social Justice
Describing the Project: The Teach-in
Insights from the Protocol Review Process
ch. 6 Remix and Remediate: Social Composing for More than Just the Web
Narrating a Story of Forgiveness
Asking Critical Questions About Digital Composing
Holding Onto Syncretic Tensions in Community and Composition
Conclusion
Broadening Our Vision of Assessment
Next Directions for Digital Writing Assessment
References
Index
About the Contributors