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How Do Youth Learn to Write Arguments? What Assessments from Three Research Projects Tell Us
Wed, November 30, 3:00 to 4:30pm, Omni Nashville, Floor: Level 2, Music Row 1Session Submission Type: Symposium
Abstract
Papers in this symposium are drawn from three interventions, funded by the Institute of Education Sciences, for teaching argument writing. The symposium’s focus is assessments developed within each project. Key to improving students’ skills in this critical area of writing are understanding students’ strengths and weaknesses and how instruction provides direction for supporting students’ progress. Developing strong assessments can provide insight into students’ skills and into instructional effects.
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Individual Presentations
Assessing Argument as Communities’ Content and Rhetorical Knowledge Building - Margaret Sheehy, University at Albany--State University of New York; Donna M. Scanlon, University at Albany--State University of New York; Bridget Smith, University at Albany--State University of New York; Gretchen Roesch, University at Albany--State University of New York
Assessing Learning to Argue and Arguing to Learn in High School English Language Arts Classrooms - George Newell, The Ohio State University; Tzu-Jung Lin, The Ohio State University; Seung Yon Ha, The Ohio State University; Subeom Kwak, The Ohio State University
Assessments for Understanding Students’ Growth in Understanding and Writing Arguments - Rip Correnti, University of Pittsburgh/LRDC; Lindsay Clare Matsumura, University of Pittsburgh; Amy C. Crosson, University of Pittsburgh; margaret g mckeown, University of Pittsburgh