'The Angle Orthodontist (EH Angle Education & Research Foundation)'
Abstract
Through interviews and analysis of writing assessment documents, this study focused on writing assessment programs of three Alberta high school English teachers to answer two questions. First, how do high school English teachers incorporate discourse community, process-oriented writing, writing community, self-assessment and feedback into their writing assessment programs? Second, what factors influence the implementation of these elements in the classroom assessment programs? Thematic analysis revealed that these elements are valued by teachers, but due to limited time and exam preparation pressures they are not all meaningfully incorporated on a regular basis. Process-oriented writing, teacher feedback and writing communities play a significant role in writing assessment programs, while discourse communities and self-assessment are rarely present. These findings prompt exploration into both the supports teachers need to encourage them to incorporate all of the elements into their writing assessments, and the impacts of full incorporation of these elements on student writing development
