• If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • Work with all your cloud files (Drive, Dropbox, and Slack and Gmail attachments) and documents (Google Docs, Sheets, and Notion) in one place. Try Dokkio (from the makers of PBworks) for free. Now available on the web, Mac, Windows, and as a Chrome extension!


Chapter 11  Further reading

Page history last edited by Richard Beach 5 months, 1 week ago

Barnes, M. E., & Chandler, C.  (2019). Leveraging digital spaces for pre-service teachers to practice reading and responding to student writing. Journal of Language and Literacy Education, 15(1).


ByBee, K. (2019). Honoring youth voice: High school students reflect on their experiences reading diverse literature. Presentation at the 2019 ELATE Conference, University of Arkansas.


Christensen, L., Karp, S., Peterson, B., & Yonamine, M.  (Eds.). (2019). The new teacher book: Finding purpose, balance, and hope during your first years in the classroom. Milwaukee, WI: Rethinking Schools

Drury, S. A. M., Andre, D., Goddard, S, & Wentzel, J. (2016). Assessing deliberative pedagogy: Using a learning outcomes rubric to assess tradeoffs and tensions. Journal of Public Deliberation,12(1).


Duncker, D. (2018). The reflexivity of language and linguistic inquiry: Integrational linguistics in practice. New York: Routledge


Ferriter, W. M., & Cancellieri, P.  (2016). Creating a culture of feedback. Bloomington, IN: Solution Tree


Gil, L., Martinez, T., & Vidal-Abarca, E. (2014). Online assessment of strategic reading literacy skills. Computers & Education


Haines, C. (2021). Assessing Students' Written Work Marking Essays and Reports. Routledge.


Lee, C. D.,  & Goldman, S. R. (2015). Assessing literary reasoning: Text and task complexities. Theory Into Practice, 54(3). DOI:10.1080/00405841.2015.1044369


Lyman, F. T., Lopez, C., & Mindu, A. (2017). The shaping of thought: A teacher's guide to metacognitive mapping and critical thinking in response to literature. Lanham, MD: Rowman & Littlefield.


National Writing Project Multimodal Assessment Project Group. (2013). Developing Domains for Multimodal Writing Assessment: The Language of Evaluation, the Language of Instruction.


Meyer, B., & Latham, N. (2008). Implementing Electronic Portfolios: Benefits, Challenges, and Suggestions. EDUCAUSE Quarterly, 31(1), 34–41


Pierce, K. M., & Ordoñez-Jasis, R. (2018). Going public with assessment: A community practice approach. Urbana, IL: National Council of Teachers of English.


Rymes, B. (2014). Marking communicative repertoire through metacommentary. In A. Blackledge & A. Creese, (Eds.). Heteroglossia as practice and pedagogy (pp. 301-316). Berlin: Springer 


Scherer, M.  (2012).  Finessing feedback.  Educational Leadership.


Schwartz, D. L., & Arena, D. (2013). Measuring what matters most: Choice-based assessments for the digital age. Cambridge: MIT Press. Free book download  


Schreibersdorf, L. (2014). Literary discipline in the margins: How students read comments on literature papers. Pedagogy,14(3), 499-530.


Sweffield, S.  (Ed.).  (2008).  Unlocking assessment: Understanding for reflection and application.  New York: Routledge.


Yancey, K. B. (2004).  Teaching literature as reflective practice.  Urbana, IL: NCTE.


Vista, A., Kim, H., & Care, E. (2018). Use of data from 21st century skills assessments: Issues and key principles. Brookings Institute.


Waters, J.  (2007).  E-portfolios: Making things easy. THE Journal


Waters, A. (2015). The Web we need to give students (giving students their own domain site for use as an e-portfolio)





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