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Sherry TCSS13

SWAP Student Writing Archive Project


Purpose
To use insights from professional teachers to practice responding to and evaluating student writing Big Questions: What makes good ELA instruction?

Rationale
As teachers, you will respond to and evaluate students performances on a daily basis. How will you make clear comments that both support and challenge students? How will you evaluate in ways that both maintain standards and acknowledge individual achievement? How will you use assessment to inform subsequent instruction?

Assignment
For this assignment, you will use the S.W.A.P. archive at http://23.21.225.52/: this is a collection of student writing with and without teacher comments, with information about the students and the school context provided by teachers at different grade levels in different parts of the country.

Each option below involves exploring a path through the archive for a particular purpose, and then returning to student writing you collected in your field placement to apply what youve learned.

Step 1 Collect student writing at field placement At some point during your field placement, you will collect a class set of student writing. You should do this BEFORE you teach your own lesson (as a way to learn more about the students).

Step 2 Come up with a research question Generate a question that will guide your inquiry into the S.W.A.P. data: what do you want to know about responding to student work? Use this question to explore the archive, posting comments as you go. If you prefer, you may choose one of the questions Ive proposed below (detailed versions of these paths appear on the S.W.A.P. homepage):

o Option 1 Your own question (you must use at least two scholarly sourcesthese might be articles or books youve read about writing pedagogies, linguistics, or teaching in another class).

o Option 2 How can a teacher design and implement assignments that encourage students to meet standardized criteria but avoid formulaic writing?

o Option 3 What are the advantages and disadvantages of computerized grading? o Option 4 - How can a teacher provide feedback that sensitively takes into account students' cultural and linguistic backgrounds?

Step 3 Return to the student writing you collected Using what you learned from your research to analyze the student writing. If there is teacher feedback, analyze those comments, as well. If there is no feedback, write your own comments, and explain why you would respond this way to students. Refer to this analysis when you plan and reflect on your own lesson at your field placement.

Sherry TCSS13

Assessment
4.0 All parts of the project are included and on time Research question and path clearly align with student writing collected Steps through the archive carefully scaffold understandings of student writing collected Analysis uses relevant, thorough, specific evidence to justify teaching practices from the archive from student writing from scholarly sources Analysis fluently applies conventions appropriate to research writing in authors own way Most parts of the project are included and on time Research question and path align with student writing collected Steps through the archive scaffold understandings of student writing collected Analysis uses relevant, specific evidence to justify teaching practices from the archive from student writing from scholarly sources Analysis fluently applies conventions appropriate to research writing Some parts of the project are included and on time Research question and path align with student writing collected Steps through the archive scaffold understandings of student writing collected Analysis uses evidence to justify teaching practices from the archive from student writing from scholarly sources Analysis follows conventions appropriate to research writing Few parts of the project are included and on time Research question and/or path do not align with student writing collected Steps through the archive do not scaffold understandings of student writing collected Analysis uses little evidence to justify teaching practices from the archive from student writing from scholarly sources Analysis does not follow conventions of research writing in a way that seriously distracts 4.0 3.0 2.0 1.0

3.0

2.0

1.0

Criteria/Points Relevance Alignment Scaffolding Conventions