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Educational Research for Policy and Practice
Erschienen in: Educational Research for Policy and Practice 2/2020

22.01.2020 | Original Article

Assessing early writing: a six-factor model to inform assessment and teaching

verfasst von: Janet Scull, Noella M. Mackenzie, Terence Bowles

Erschienen in: Educational Research for Policy and Practice | Ausgabe 2/2020

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Abstract

Studies of early writing recognize that learning to write is a complex process requiring students to attend to the composition of the text and the transcription of the ideas. The research discussed here examined six dimensions of early writing—text structure, sentence structure, vocabulary, spelling, punctuation, and handwriting—and how each dimension relates to message construction. Specifically, this research aimed to consider the relationships between the authorial and secretarial aspects of writing, in order to support formative assessment and teaching. The research also considered whether there were underlying clusters of students who were engaging with the various dimensions in differing ways as they learned to craft texts. The analysis of data showed a clear conceptualization of the authorial and secretarial aspects of writing, as reflected in a tool for analysing writing. The three authorial dimensions and three secretarial dimensions of writing were well defined statistically. Three clusters of students were identified as having varying degrees of competence across the six dimensions of writing: a group with consistently low scores; a group with consistently medium scores; and a consistently high-scoring group. Attainment for SES groups was reflected in the writing dimensions, and gender differences were also evident; however, the variance explained by gender and SES was small to moderate. The study has implications for supporting students who are at present struggling with the challenges of early writing. The results suggest that when teachers address the dimensions of the writing process in combination, based on an informed analysis of students’ needs, they can focus their teaching and select instructional approaches to increase the efficacy of their teaching.
Vorheriger Artikel The contribution of reading emotions to reading comprehension: the mediating effect of reading engagement using a structural equation modeling approach

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Metadaten
Titel
Assessing early writing: a six-factor model to inform assessment and teaching
verfasst von
Janet Scull
Noella M. Mackenzie
Terence Bowles
Publikationsdatum
22.01.2020
Verlag
Springer Singapore
Erschienen in
Educational Research for Policy and Practice / Ausgabe 2/2020
Print ISSN: 1570-2081
Elektronische ISSN: 1573-1723
DOI
https://doi.org/10.1007/s10671-020-09257-7

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