Opportunities for Student Agency in an Interactive Method of Writing Assessment

• In Event: Poster Session 14
  In Poster Session: Advances in Reading and Writing Research

Abstract

Formative classroom assessment, increasingly recognized for its potential to foster students' writing development, is noted for the extent to which it recognizes students as stakeholders and agents in their own learning. This paper explores how and to what extent (1) students participate agentively in interactive think-aloud-based writing assessment sessions, in which a teacher listens to a student think aloud while composing, using questions and other types of prompts to both assess and mediate the student's composing process; and (2) students view this assessment as supportive of their improvement as writers. Findings illustrate how similar teacher mediational moves elicit a range of responses from students, and suggest that this variation relates to what students report learning from the assessment

Authors

• Sarah W. Beck, New York University

• Karis Michelle Jones, New York University