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Curriculum Based Evaluation in Written Expression

Learn about the writer's intent, process, and the importance of planning, reviewing, revising, and transcribing. Explore assessment and measurement options, setting goals, and instructional ideas for improving written expression skills.

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Curriculum Based Evaluation in Written Expression

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  1. Curriculum Based Evaluation in Written Expression Gary L. Cates, Ph.D.

  2. The writer as an Author • Purpose: Intent • The reader must know writer’s intent • Process • Planning: • Pre-writing: Intent and Style • During: Ongoing changes of style • Reviewing: constant recursive steps • Revision: Improvement of clarity of intent • Transcribing: “Editing” (Writer as secretary)

  3. Writer as Author Continued • Product • Fluency: TWW and CWS • Syntactic Maturity: Complexity of sentences • Vocabulary: Sophistication and non-repeating • Content: Holistic rating/attention to organization • Conventions: Errors in mechanics

  4. Assessment Options • Permanent products • Story Starters (younger kids) • Picture prompts could result in description only • Essays (older kids)

  5. Measurement Options • Qualitative Scale (1 to 5 rating) • Not a normative Scaling! • Criterion Scale • Holistic Scale (4 tiers of papers?) • Teachers at each grade level divide best from worst and rate the others accordingly • How about for benchmarking? • Direct Measurement • NCW/L or W/LS • Important to adhere to “traits” you have chosen

  6. Setting Goals • Develop Cut Scores (1.5 or 2x discrepancy from standard) • Set goal to close the gap between current performance and expectation

  7. Instructional Ideas • Balanced Instruction: Pre-writing Planning • Teach The process: Planning, reviewing, revising, transcribing, peer collaboration • Teach fluency of expression: Read/write a lot. In different ways for different people • Balanced Mechanics: COPS • Note about spelling: Morphograph instruction and not word lists!

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