Table of Contents
Issue Theme: Knowing Better: Examining Assessment
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Call for Manuscripts [FREE ACCESS]
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From the Editors [FREE ACCESS]
David Gorlewski and Julie Gorlewski
Abstract:
The new EJ editors introduce their first issue.
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High School Matters: Assessment: Our (Re)Inventing the Future of English
Jocelyn A. Chadwick
Abstract:
Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
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Speaking My Mind: My Assessment Was Flawed. Forgive Me, Mrs. Farr.
Sharon Kane
Abstract:
“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
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Asinine Assessment: Why High-Stakes Testing Is Bad for Everyone, Including English Teachers
Wayne Au and Karen Gourd
Abstract:
The authors argue that high-stakes, standardized testing contradicts curriculum and instruction aligned with professional standards promoted by NCTE and innovative educators.
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The Whole Is Greater Than the Sum of the Parts
Marion Brady
Abstract:
Emphasizing the deficiencies of standardized assessments, the author highlights the complexity of assessment as well as the significance of the teacher-student relationship.
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Common Core State Standards: The Promise and the Peril in a National Palimpsest [FREE ACCESS]
Arthur N. Applebee
Abstract:
This article looks at where the CCSS came from, their strengths and weaknesses, and how as a profession we can best respond to the challenges they pose.
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Can Classroom Assessments of Student Growth Be Credibly Used to Evaluate Teachers? [FREE ACCESS]
W. James Popham
Abstract:
Should teacher-supplied evidence of student growth—evidence garnered by using classroom assessments—be used to evaluate a teacher?
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The Business of School: Economic Models of Assessment
Daniel O. Lawler
Abstract:
This article explores problems with the trend of business language making its way into schools and provides strategies for how to address this issue.
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Rethinking Adolescent Reading Assessment: From Accountability to Care
Scott Filkins
Abstract:
The author explores the balance of responsibility for effective formative reading assessment between classroom teachers and the curricular structure within which they work.
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Checking In: Using Informal Communication to Assess Learning in the English Language Arts Classroom
Tim Pappageorge
Abstract:
This article explores the use of informal communication as an assessment tool for English language arts teachers.
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Using the Rhetorical Situation to Inform Literacy Instruction and Assessment across the Disciplines
Sean Hackney and Brian Newman
Abstract:
The authors describe a framework for approaching how teachers across the disciplines discuss what students are expected to know and how students are assessed.
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A Formative Assessment System for Writing Improvement [FREE ACCESS]
Nancy Frey and Douglas Fisher
Abstract:
The authors assert that the time that teachers spend providing feedback could better be used to focus on formative assessment systems.
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Toward a Clearer Picture of Assessment: One Teacher’s Formative Approach
David Peter Noskin
Abstract:
The author describes the complex process one teacher goes through to create meaningful formative and summative assessments to define and support student learning.
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Drawing Art into the Discussion of Writing Assessment
Tom Meyer
Abstract:
This article, grounded in the belief that art is a way of understanding, describes the use of drawing and writing to support metacognition.
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Changing the Game of Literature with Authentic Assessment: The Promise of Multimodal Composing
Suzanne M. Miller, Merridy A. Knips, and Stephen Goss
Abstract:
Student digital video composing serves as a powerful means of literature learning and authentic assessment of that learning.
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Achieving through the Feedback Loop: Videogames, Authentic Assessment, and Meaningful Learning
Sandra Schamroth Abrams and Hannah R. Gerber
Abstract:
By looking more closely at the videogame feedback model, the authors uncover authentic forms of assessment that can inform student learning.
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Assessment Challenges in the Common Core Era
Sandra Murphy and Mary Ann Smith
Abstract:
The authors consider how portfolios can meet the challenges of assessing various aspects of literacy and student learning.
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A Better Grading System: Standards-Based, Student-Centered Assessment [FREE ACCESS]
Jeanetta Jones Miller
Abstract:
The author discusses the benefits of a standards-based, student-centered approach to assessment.
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Poem: José
Karen Maceira
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Profile of Anne McCrary Sullivan
Nancy Krim
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Poem: Assessment
Paul J. Willis
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Continuous Becoming: Moving toward Mastery Driven to Succeed
Megan Freeman
Abstract:
“Continuous Becoming: Moving toward Mastery” offers suggestions, ideas, and experiences to help novice and veteran teachers discover their own roadmaps toward mastery.
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Speaking Truth to Power: Lou LaBrant: “Not the Time . . . to Follow the Line of Least Resistance”
P. L. Thomas
Abstract:
This column seeks to explore the experiences and possibilities that arise when educators speak Truth to power.
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Envisioning Assessment: Fear, Uncertainty, and Dread versus Assessment
Jed Hopkins
Abstract:
“Envisioning Assessment” examines the roles assessment might be playing in the “bureaucratization” of our education system and considers the creation of ideal educational world where assessment is supportive of education.
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Soft(a)ware in the English Classroom: Pecs Soviet and the Red Underscore: Raising Awareness of Software’s Role in Our Schools
Tom Liam Lynch
Abstract:
“Soft(a)ware in the English Classroom” seeks to identify the ways in which our teaching and learning lives are influenced by software.
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Lingua Anglia: Bridging Language and Learners: Windows of Opportunity: English Learners and the Power of Positioning
Pamela J. Hickey
Abstract:
“Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.
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