How do we analyze our students writing

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How do we analyze our students writing? What
evidence can we find? Why?
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What evidence of learning can we find? Whats the
problem? What do we want to achieve and what have
we done?
Meaningful use of language.
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Bk 4A 2003-04   Module 1
Me and my friends readers Unit 1 Getting
to know you N-O Spells NO! Unit 2 Good
manners Unit 3 Getting fitter  
(Students write about their Katie, give
advice to her and compare themselves with her.
Students find out about their family
and friends and make comparisons.)
Curriculum planning organization --- thematic
modules for integrated work
Module 2 Me and my family   Unit 4 Record
holders This is my family Unit 5 About my
family Berenstain Bear too much pressure
Unit 6 Every day
Unit 7 Lazy Lizzie (Students
complete a project on This is my family.
Students do a radio play for a scene in
Berenstain Bear)
Reading to learn culture rich learning
experiences --- language arts materials
Module 3 Food and drink   Unit 8 Shopping for
food Unit 9 Cooking
class   (This is for self-study as students
are very familiar with the module. Students make
a dictionary on food.)
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This is my family -- a reader incorporated into
the module Me and my family
richer input
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Students project on My family
The best work from the same student in the first
piece of modeled writing
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Students project on My family
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Students project on My family
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Students project on My family
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Students project on My family
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What evidence of learning can we gather from our
students projects? How do students perform in
general?
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Do we assess and analyze students projects in a
different way? How and why?
Correcting mistakes Analyzing mistakes and
providing follow-up work Looking for evidence of
learning ????????
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Impact of readers on students writing
Copying sentences
Extracts from students work ..
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Copying enrichment
Extracts from students work ..
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Some personal application (Variation)
Extracts from students work
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A students project My family - impact of the
reader on writing style
Following the whole flow of the story personal
touch
Copying enrichment
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Some personal application
Copying enrichment
Very positive attitude taken from Critter
Writing style organization
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Very positive attitude taken from Critter
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Attitude/ values towards family (copying
enrichment)
Strong personal feelings
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Writing style
Strong personal feelings with a sense of humour
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Authentic / purposeful use of target language
always, sometimes, never
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Looking for evidence of learning from students
project work

• sentence level --- copying to application
• writing style organization
• affective aspect --- feelings values
• application of target language

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What evidence of learning can we find from weaker
students work? How do we interpret their
learning?
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Projects from weaker students
Simpler sentences and ideas ..
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Use of isolated sentences
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Use of mind-map and fact file
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Use of mind-map and fact file
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Learner diversity Students use different
strategies to solve their learning problems
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Giving feedback on students work to improve
learning
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Match between teaching and testing
Strong personal touch
Assessment --- free writing
Evidence of student learning from summative
assessment
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Impact of reader
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Do we assess and analyze students projects in a
different way? How and why?
Correcting mistakes Analyzing mistakes and
providing follow-up work Looking for evidence of
learning ????????
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Reflection on curriculum planning
the use of readers the beauty
of integration from reading to writing
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Reflection on learning-teaching
use of various strategies task-book
reading aloud dictation sharing oral
presentation
support
sharing
consolidation
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• Follow-up task book
• develop reading writing skills, vocabulary
  repertoire and application of language learnt
• develop positive attitudes values
  appreciation for story

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Fact file of Critter Factual Q (understanding)
Open-ended Q (interpretation)
Factual Q scan for specific information
Other reading skills -using picture clues,
inferencing, drawing conclusions and giving
personal response
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inferencing
From reading to writing the flow provides a
framework for writing
understanding expressing personal response
language use
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Open-ended Q to elicit observation
interpretation
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Language learning reinforcement and application
drawing in authentic experience meaningful
language use
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Summary of vocabulary used ideas expressed
Open-ended tasks diversities language,
skills attitudes Not to mention the project
This is my family   Lots of adjectives describing
people active, warm, fun, funny, special, cute,
naughty, busy, tired, happy, cheerful, sad,
miserable, angry, lucky, lazy, polite, lovely,
troublesome, noisy, boring, nice, clever, smart,
dynamic, hard-working, careless, careful, silent,
neat, greedy, depressing, tired, sleepy, angry,
rude, curious, stupid, naïve, kind, loving,
caring, friendly, helpful, afraid, hardhearted,
scared, tricky, serious, stubborn, simple,
unreliable, has responsibility, awkward, fierce,
lonely, pretty, good-looking, beautiful,
handsome, ugly, disapproving, exhausted,
interested, problem, strange, shy, dirty,
different, good, fat, thin, strong, weak, young,
old,   Biggest likes family, baby, sister,
toys, pets, doing homework, be a good
critter Biggest dislikes sister hurts my toys,
baby cries, help dad do housework, housework,
cat   Fathers job officer, office worker,
manager, clerk, computer operator, boss, owner of
factory, writer, typewriter (typist), the story
no speak   What I love her (mother) most take
care of us, sit up with me when Im sick, make me
feel better when I hurt myself, her personality,
tolerant, make us cakes   Sisters job student,
go to school, no job
Assessment for learning teachers feedback