A multisite, collective case study of writing assessment practices in secondary classrooms

The teaching of writing has in recent years gained momentum through understanding and practice in various educational settings. With the increased attention to the importance of writing instruction, elements of writing assessment have, likewise, increased in popularity and use. Educators at all levels have identified the value and importance of writing assessment and have commenced to incorporate a variety of strategies into their daily practice. The purpose of this research study was to discover and describe the classroom-based writing assessment practices of three select secondary teachers of English. The intent of the study was to discover and describe the “what and how” of their writing assessment practices and, ultimately, to increase understanding as to the various means by which practitioners empowered students to become self-assessors. The study took place during the 1998–1999 school year. Data were collected through classroom observations, journal entries of participating teachers, and electronic mail exchanges. Data collection focused on the “Grand Tour” question: “What are the classroom-based assessment practices used by select secondary teachers of English?