Formative assessment and the Craft of Writing Framework: A response to Cremin and Twiner
Article
Article Title | Formative assessment and the Craft of Writing Framework: A response to Cremin and Twiner |
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ERA Journal ID | 20334 |
Article Category | Article |
Authors | Hegazy, Hind (Author) and Barton, Georgina (Author) |
Journal Title | Literacy Learning: The Middle Years |
Journal Citation | 28 (3), pp. 14-18 |
Number of Pages | 5 |
Year | 2020 |
Place of Publication | Australia |
ISSN | 1320-5692 |
Web Address (URL) | https://www.alea.edu.au/resources/literacy-learning-the-middle-years-llmy-2/literacy-learning-the-middle-years |
Abstract | The purpose of this short article is to respond to Teresa Cremin and Alison Twiner’s key paper titled The Craft of Writing Framework: Focusing on Feedback. The authors of this response consider the provocations of Cremin and Twiner in relation to reflexive feedback and the teaching of writing. We argue that effective formative assessment practices are needed rather than just a call for reflexive feedback. We share findings from a PhD study including a number of definitions and models of formative assessment. We also discuss the importance of embedding effective formative assessment practices in the classroom in order to improve writing practices and products. We then present more detailed suggestions as to how teachers might implement the Craft of Writing Framework alongside a range formative assessment practices, not just through teacher feedback. |
Keywords | Cremin, Teresa; Twiner, Alison; The Craft of Writing Framework; writing teaching; formative assessment practices |
ANZSRC Field of Research 2020 | 390402. Education assessment and evaluation |
Byline Affiliations | Department of Education, Queensland |
University of Southern Queensland | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q6061/formative-assessment-and-the-craft-of-writing-framework-a-response-to-cremin-and-twiner
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