Supporting teacher learning and informed practice in writing through assessment tools for teaching and learning

Asia-Pacific Journal of Teacher Education

Volumn 35, Issue 1, 2007, Pages 69-87

  Parr, Judy M ^a   Glasswell, Kathryn ^b   Aikman, Margaret ^a  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

^b UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77954455668     PISSN: 1359866X     EISSN: 14692945     Source Type: Journal    
DOI: 10.1080/13598660601111281     Document Type: Article

References (47)

1. Assessment Tools for Teaching and Learning (2003). Psychometric Manual Version 3.0. University of Auckland: Auckland UniServices Ltd.
2. Ball, D. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51, 241-247.
3. Ball, D. L., Lubienski, S., & Mewborn, D. (2001). Research on teaching mathematics: The unsolved problem of teachers' mathematics knowledge. In V. Richardson (Ed.), Handbook of research on teaching (pp. 433-456). New York: Macmillan.
4. Barnes, D., Britton, J., & Rosen, M. (1971). Language, the learner and the school. London: Penguin.
5. Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2002). Working inside the black box. London: Kings College.
6. Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. London: Phi Delta Kappa International.
7. Brown, G. T. L., Glasswell, K., & Harland, D. (2004). Accuracy in scoring of writing: Studies of reliability and validity using a New Zealand writing assessment system. Assessing Writing, 9, 105-121.
8. Bruner, J. (1983). Child's talk: Learning to use language. London: Norton.
9. Chapman, M. (1999). Situated, social, active: Rewriting genre in the elementary classroom. Written Communication, 16, 469-490.
10. Cope, B., & Kalantzis, M. (1993). The powers of literacy: A genre approach to teaching writing. Pittsburg: University of Pittsburg Press.
11. Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8, Retrieved July 27 2005, from http://epaa.asa.edu/epaa/v8n1.
12. Derewianka, B. (1990). Exploring how texts work. Sydney: Primary Teachers Association.
13. Fielding-Barnsley, R., & Purdie, N. (2005). Teachers' attitude to and knowledge of metalinguistics in the process of learning to read. Asia-Pacific Journal of Teacher Education, 33, 65-76.
14. Freadman, A. (1994, October). Models of genre for language teaching. Sonia Marks Memorial lecture, Sydney University.
15. Freadman, A., & Medway, P. (1994). Locating genre studies: Antecedents and prospects. In A. Freedman, & P. Medway (Eds.), Genre and the new rhetoric (pp. 1-22). London: Taylor & Francis.
16. Glasswell, K. (1999). The patterning of difference: Teachers and children constructing development in writing. Unpublished Ph.D. thesis, University of Auckland.
17. Glasswell, K., Parr, J. M., & Aikman, M. (2001). Development of the asTTle writing assessment rubrics for scoring extended writing tasks. asTTle technical report 26. Auckland: University of Auckland.
18. Harland, D. (2002). Teaching argumentative writing to Year 9 students. Unpublished masters thesis, University of Auckland.
19. Huot, B. (2002). (Re)articulating writing assessment: Writing assessment for teaching and learning. Utah: Utah State University Press.
20. Kennedy, M. (2002). Knowledge and teaching. Teachers and Teaching: Theory and Practice, 8, 355-370.
21. Knapp, P., & Watkins, M. (1994). Context, text, grammar: Teaching the genres and grammar of school writing in infant and primary classrooms. Sydney: Text Productions.
22. Knapp, P., & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. Sydney: University of NSW Press.
23. Kress, G. (1993). Genre as social process. In B. Cope, &M. Kalantzis (Eds.), The powers of literacy: A genre approach to teaching writing (pp. 22-37). Pittsburg, PA: University of Pittsburg Press.
24. Kress, G. (1989). Texture and meaning. In R. Andrews (Ed.), Narrative and argument. Milton Keynes: Open University Press.
25. Little, J., Gearhart, M., Curry, M., & Kafka, J. (2003). Looking at student work for teacher learning, teacher community, and school reform. Phi Delta Kappan, November, 185-192.
26. McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, S. N., Cox, S., Quiroga, T., Potter, N. S., & Gray, A. L. (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35, 69-87.
27. McCutchen, D., & Berninger, V. (1999). Those who know, teach well: Helping teachers master literacy-related subject-matter knowledge. Learning Disabilities Research and Practice, 14, 215-226.
28. Martin, J. R., Christie, F., & Rothery, J. (1987). Social processes in education. In I. Reid (Ed.), The place of genre in learning: Current debates. Geelong: Deakin University Press.
29. Ministry of Education (1994). English in the New Zealand curriculum. Wellington: Learning Media.
30. Ministry of Education (1997). Planning and assessment in English. Wellington: Learning Media.
31. Moats, L. (2000). Speech to print: Language essentials for teachers. Baltimore: Paul H. Brooks.
32. Moats, L. (1994). The missing foundation in teacher education: Knowledge of the structure of spoken and written language. Annals of Dyslexia, 44, 81-102.
33. Moats, L., & Lyon, R. (1996). Wanted: Teachers with knowledge of language. Topics of Language Disorders, 16, 73-86.
34. National Writing Project, & Nagin, C. (2003). Because writing matters: Improving student writing in our schools. San Francisco: Jossey-Bass.
35. New London Group (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60-92.
36. Parr, J. M., & Timperley, H. (2005). Examining teacher pedagogical content knowledge in literacy. European Association for Research in Learning and Instruction Bi-Annual Conference, Cyprus, August.
37. Phelps, G., & Schilling, S. (2004). Developing measures of content knowledge for teaching reading. Elementary School Journal, 105, 31-49.
38. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
39. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
40. Schacter, D. L. (1999). The seven sins of memory: Insights from psychology and cognitive neuroscience. American Psychologist, 54, 182-203.
41. Schwarz, N. (1999). Self reports: How questions shape the answers. American Psychologist, 54, 93-105.
42. Timperley, H., & Parr, J. M. (2004). Using evidence in teaching practice: Implications for professional learning. Auckland: Hodder-Moa-Beckett.
43. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
44. Wing-Jan, L. (1991). Write ways: Modelling writing forms. Melbourne: Oxford University Press.
45. Wong-Fillmore, L., & Snow, C. E. (2002). What teachers need to know about language. In C. T. Adger, C. E. Snow, & D. Christian (Eds.), What teachers need to know about language (pp. 7-54). McHenry, IL: Delta Systems Co.
46. Wong-Fillmore, L., & Snow, C. E. (2000). What teachers need to know about language. US Department of Education Office of Educational Research and Improvement ED-99-CO-0008: ERIC Clearinghouse on Languages and Linguistics Special Report.
47. Wray, D., & Lewis, M. (1999). From learning to teaching: Towards a model of teaching literacy. Unpublished Report, England (ERIC Document Service No.ED 432 777).