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- W2152650052 abstract "Building a better reading-writing assessment: Bridging cognitive theory, instruction, and assessment Roxanne Greitz Miller and Robert C. Calfee University of California Riverside In examining large-scale writing assessments, it quickly becomes apparent that two distinct, albeit highly related, abilities are being measured in writing assessments – first, reading comprehension and, second, the ability to transform that comprehension into a written composition. The disconnect between reading and writing appears not only in writing assessments, but in the majority of reading assessments administered to students as well. The standard practice is to create and administer writing assessments that pay little, if any, attention to reading demands; and reading assessments that ignore the value of extended writing to reflect reading comprehension. Based upon our work at the district, state, and national levels and in response to the theme of this issue of English Leadership Quarterly, we address the following issues: • how to improve large-scale writing assessments, and • how to create bridges between effective reading and writing instruction and writing assessment. First, we present a framework for integrating comprehension and composition. Second, we identify features of authentic writing assessments and guidelines for their construction. Last, we provide an example of an integrated instruction and assessment model, the Read-Write Cycle, that aims to balance teaching with testing in English subject area and other content area classrooms (e.g., science, social studies)." @default.
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- W2152650052 date "2004-01-01" @default.
- W2152650052 modified "2023-09-27" @default.
- W2152650052 title "Building a Better Reading-Writing Assessment: Bridging Cognitive Theory, Instruction, and Assessment" @default.
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