Please enable JavaScript.
Coggle requires JavaScript to display documents.
Assessment of Writing - KS2 - Coggle Diagram
Assessment of Writing - KS2
Formative Assessment
"No other single improvement initiative improved performance levels to the extent formative assessment" CCEA, 2007
Including the learners actively to improve their efforts and knowledge.
Formative Feedback in Practice
Learning Intentions and Success Criteria
Feedback
Questioning
Peer and Self Assessment
Qualities of FA
Timely
Identifies where success occurred
Identifies how and where improvement can take place
Allows time for improvement
Child-friendly language, accessible
Stronger focus on Summative, yet Formative will provide richer assessment critique for pupils improving their individual standards.
Research
Formative Assessment can positively assist learning process - Torrence, 2001
Metacognitive questioning was less prevalent in Antoniou and Mary James Study (2014) - links Barretts Taxonomy.
Assessment of Writing - Areas
Punctuation
Common component of literacy teaching
Children find punctuation a challenge, teachers focus on naming rather than using.
Allott (2019) - We must assess children's usage and understanding of punctuation in writing and through discussion. Then allow the child to experiment through trial and error.
Spelling
During writing, focusing on spelling takes away from creativity., not attempting new words, leading to a lack of interest in vocab.
Allott (2019) explains that we can learn about strategies from attempting new words, understanding of morphology and orthography), we should encourage taking risks in learning (NIC promotes this through TSPC - "Take risks for learning.".
Assess: Phonemic Awareness, learned spellings, HFW, Spelling patterns, Unknown words strategies, articulation, use of dictionary
Sentence Structure
Providing feedback will aid their writing. Allott (2019) children need to control sentence structure to make writing read better and provide effect.
Improving sentence structure: Read high quality texts and investigate, reflecting on own writing,
Vocabulary
Vocab Gap - Children are influenced from home and books
Allott (2019) children with less extensive vocabularies simply have fewer tools at their disposal,
Supporting Vocab development: Books with challenging vocab, identify and discuss new vocab during reading, choose words that can be used in a range of contexts, use of dictionary, encourage adventurous word choice (Allott, 2019)
Assessment of Writing - Genre
Poetry
Love of language is needed, fostered in a literacy rich environment
Assess use of imagery, similes and metaphors
Look for these in existing poems will help it blossom in their own writing without force.
Fiction
Discussion and direct teaching to facilitate rich fiction text writing.
Assessment should focus on: Is the reader hooked? Creation of atmosphere, mood, plot, does the story read well.
Through Formative Review and Feedback, rich conversations can be used to scaffold the learning further assisting gifted and talented pupils and also weaker pupils.
Non-Fiction
Increased use at KS2 - Recounts, instructions, non-chronological reports, explanations, persuasive and discussions.
Assess: Ability to select appropriate information, organise information, communicate effectively (Allott, 2019) - links to NIC TSPC.
Explicit teaching and formative assessment will ensure elements become second nature.
NFT should focus on audience, purpose, form and organisation assessment.
Children As Writers
Creativity
It's difficult to assess creativity, especially across genre - Allott, 2019
Wiggins (2012) 6 Point Scale of Creativity can be used for Assessment of Creativity
Maass et al (2019) state creativity as a 21st century skill that can be fostered through writing. Also one of the NIC TSPC to be developed.
"Sophisticated Awareness" - Must understand composition, transcription, creativity and structure (Allott, 2019)
Teachers tend to focus on technical aspects of writing rather than purpose, due to teacher anxiety. Children need formative assessment in less technical aspects to enhance success.
Supporting children as Writers: Stemming ideas, writing elsewhere, producing literacy rich environment, explore writers profession, envision difficulties, celebrate writing.
Outdoor Learning Links
Growth of Outdoor Learning - NIFSA, 113 qualified, 400 training.
Actively involving children in assessment process helps develop ownership of learning - assessment in outdoor learning provides valuable evidence to contribute to improvement (Learning and Teaching Scotland, 2010)
Outdoor Learning positively impacts on creative writing (Neville at al, 2018)
Areas of learning that practitioners felt were more difficult to assess were creative development and language, literacy and communication (Davies and Hamilton, 2016)