Student-Generated Questioning as a Formative Approach to Writing Assessment

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 3
  In Roundtable Session: Writing Development and Assessment Practices across Literacy Contexts

Abstract

This study examines the construct validity and formative potential of student-generated questioning (SGQ) in elementary literacy classrooms. Unlike traditional writing assessments, SGQ invites students to create questions during the writing process, centring student agency and inquiry. We analyzed data from 520 students and found that SGQ quality and language subskills were associated with multiple dimensions of writing performance. Also, girls outperformed boys on SGQ quality, vocabulary, and grammar. By highlighting the unique contributions of SGQ to understanding writing development, this study “unforgets” the constraints of traditional assessments and “imagines futures” where assessment is formative, automatable, and grounded in student voice. Findings suggest SGQ is a promising tool for inquiry-based literacy instruction and student-centered assessment.

Authors

• Angelie Ignacio, University of Toronto - OISE

• Hajung Kim, University of Toronto - OISE

• Han Lai, University of Toronto

• Eunice Eunhee Jang, University of Toronto - OISE