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Focusing formative assessment on a small number of skills or “moves” with writing, rather than all possible revisions and edits, can help writers improve their writing and internalize new writing practices and strategies. This is as true of non-fiction, source-based argument writing as of other writing types. We see formative assessment as part of a cycle of writing and learning in which:
Focusing formative assessment on a small number of skills or “moves” with writing, rather than all possible revisions and edits, can help writers improve their writing and internalize new writing practices and strategies. This is as true of non-fiction, source-based argument writing as of other writing types. We see formative assessment as part of a cycle of writing and learning in which:
Teachers TEACH source-based argument writing;
Teachers TEACH source-based argument writing;
Students WRITE source-based arguments;
Students WRITE source-based arguments;
Teachers, working in community, use a common lens to ANALYZE what students are doing; and
Teachers, working in community, use a common lens to ANALYZE what students are doing; and
Teachers IDENTIFY and DEVELOP instructional next steps.
Teachers IDENTIFY and DEVELOP instructional next steps.
C3WP’s Formative Assessment Tools
C3WP’s Formative Assessment Tools
The Using Sources Tool (UST) is a formative assessment tool that teachers use in the middle of a Cycle of Instruction to provide a focused look at the quality of students’ claims and how they select and use evidence from sources.
This relatively simple protocol has proven valuable in helping teachers examine student argument writing more broadly than the Using Sources Tool, focusing not only on using sources but on developing strong claims and reasoning. This tool is designed for use after students have written several source-based arguments.
Additional Resources
Additional Resources
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