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

  • Finally, you can manage your Google Docs, uploads, and email attachments (plus Dropbox and Slack files) in one convenient place. Claim a free account, and in less than 2 minutes, Dokkio (from the makers of PBworks) can automatically organize your content for you.

View
 

Chapter 11  Further reading

Page history last edited by Richard Beach 6 days, 12 hours 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

 

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)

 

 

 

 

Comments (0)

You don't have permission to comment on this page.