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- W2010536154 abstract "Abstract In order to teach writing effectively, teachers need assessment tools that work for diagnostic purposes—tools that can help them identify students' specific strengths and challenges with writing, as well as generate new ideas for instruction. This study explored what 5 high school teachers (3 ELA and 2 ESL ) learned about their students' strengths and challenges as writers from the students' performance on a think‐aloud‐protocol ( TAP ) Assessment, how this information differed from what they knew about the students as writers based only on their previous writing in class, and what ideas this new TAP ‐generated information gave them for instruction. We found that the TAP Assessment was especially useful in generating new information related to audience awareness, interpretation of the task, and self‐evaluation. Teachers also offered creative suggestions for adapting the TAP Assessment for further use in their classrooms." @default.
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- W2010536154 date "2015-03-27" @default.
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- W2010536154 title "Beyond the Rubric" @default.
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- W2010536154 doi "https://doi.org/10.1002/jaal.423" @default.
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