Criticality in writing: A systematic review of writing assessments at elementary levels in the United States

• In Event: AERA Research-in-Progress Roundtable Session 1
  In Invited Roundtable: Educational Assessment: Writing, Immersive Techniques, and Translated Tests (Table 18)

Abstract

This systematic review examines how critical writing is assessed at the elementary level in the United States, focusing on defining the construct of "critical writing" and identifying dominant assessment strategies. The review highlights a gap in research on writing assessments that measure critical reasoning, argumentation, and persuasive writing in K-8 classrooms. Preliminary findings suggest that current assessments often emphasize language conventions over critical thinking and advocacy. Using PRISMA 2020 guidelines, the study explores both empirical and theoretical literature, identifying the need for improved assessment tools that align with critical literacy perspectives. The findings aim to influence curriculum design and teacher preparation, contributing to more equitable and comprehensive writing assessments in elementary education.

Author

• Sabiha Sultana, University of California - Santa Barbara