Writing to Learn: Formative Learning Tasks & Assessment
With the objective of helping my students grow from novice to expert in their writing community, I've developed assignment rubrics with clear criteria for each distinct skill set that the particular writing task is focused on developing. My timely, detailed feedback on early drafts (via the rubric and in comments on the text itself as shown) supports and guides their revision process. My students are motivated to write to learn because the transparent feedback highlights skills to applaud while it also isolates skills to improve, and it gives them strategies and choices as they revise. My learner-centered approach puts the student in the driver's seat and equips them with a road map by which they can reach their learning goals.
Web 2.0 Tools for audio/visual/distance feedback on student work.
I find that screencasts and videoconferencing provide a rich learning experience for student writers and readers. These feedback assessment tools reinforce my goal that my students develop a friendly "Writers' Block." These tools contextualize the conversation, and my writers see how their words spark comments from their readers and how in turn readers' comments can spark the writer's response. Its' a wonderful cycle of call and answer, of give and take.