Formative Assessment on Writing: Affordances and Challenges in Elementary Settings

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Author(s): Zoi A. Traga Philippakos (University of Tennessee, USA)and Noreen S. Moore (Syracuse University, USA)
Copyright: 2020
Pages: 25
Source title: Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms
Source Author(s)/Editor(s): Christie Martin (University of South Carolina, USA), Drew Polly (University of North Carolina, Charlotte, USA)and Richard Lambert (University of North Carolina, Charlotte, USA)
DOI: 10.4018/978-1-7998-0323-2.ch014

Keywords: Education / Information Science Reference / K-12 Education / Learning Assessment and Measurement

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Abstract

The purpose of this chapter is to address formative assessment in writing in the elementary grades, K to 5. The chapter will include the following sections: (a) An introduction that will present and explain assessment purposes with a clear description and explanation of formative assessment and its difference from summative assessment; (b) Common formative assessments used in writing and research that supports their effectiveness; (c) Principles of formative assessment and how those can be used with specific examples from classroom settings; (d) Recommendations for practice, and (e) Future research directions.

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Formative Assessment on Writing: Affordances and Challenges in Elementary Settings

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