The Paradox of performance pressures: an exploration of writing assessment in high school English classrooms

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dc.contributor.authorBurke, Taylor Alexandria
dc.contributor.authorUniversity of Lethbridge. Faculty of Education
dc.contributor.supervisorSlomp, David H.
dc.date.accessioned2022-06-21T19:44:44Z
dc.date.available2022-06-21T19:44:44Z
dc.date.issued2021
dc.degree.levelMastersen_US
dc.description.abstractThrough interviews and analysis of writing assessment documents, this study focused on writing assessment programs of three Alberta high school English teachers to answer two questions. First, how do high school English teachers incorporate discourse community, process-oriented writing, writing community, self-assessment and feedback into their writing assessment programs? Second, what factors influence the implementation of these elements in the classroom assessment programs? Thematic analysis revealed that these elements are valued by teachers, but due to limited time and exam preparation pressures they are not all meaningfully incorporated on a regular basis. Process-oriented writing, teacher feedback and writing communities play a significant role in writing assessment programs, while discourse communities and self-assessment are rarely present. These findings prompt exploration into both the supports teachers need to encourage them to incorporate all of the elements into their writing assessments, and the impacts of full incorporation of these elements on student writing development.en_US
dc.identifier.urihttps://hdl.handle.net/10133/6249
dc.language.isoen_USen_US
dc.proquest.subject0515en_US
dc.proquest.subject0279en_US
dc.proquest.subject0533en_US
dc.proquestyesYesen_US
dc.publisherLethbridge, Alta. : University of Lethbridge, Faculty of Educationen_US
dc.publisher.facultyEducationen_US
dc.relation.ispartofseriesThesis (University of Lethbridge. Faculty of Education)en_US
dc.subjectwriting instructionen_US
dc.subjectcurriculum and assessmenten_US
dc.subjecthigh schoolen_US
dc.subjectEnglish language artsen_US
dc.subjectmetacognitionen_US
dc.subjectwriting assessmenten_US
dc.subjectsecondary educationen_US
dc.subjectMetacognitionen_US
dc.subjectEducation, Secondary--Albertaen_US
dc.subjectLanguage arts (Secondary)--Alberta--Evaluationen_US
dc.subjectLanguage arts (Secondary)--Ability testing--Albertaen_US
dc.subjectCreative writing (Secondary education)--Alberta--Evaluationen_US
dc.subjectComposition (Language arts)--Study and teaching (Secondary)--Alberta--Evaluationen_US
dc.subjectEnglish language--Rhetoric--Study and teaching (Secondary)--Alberta--Evaluationen_US
dc.subjectEnglish language--Composition and exercises--Ability testing--Albertaen_US
dc.subjectSchool prose--Evaluationen_US
dc.subjectReport writing--Study and teaching (Secondary)--Alberta--Evaluationen_US
dc.subjectLanguage arts teachers--Albertaen_US
dc.subjectDissertations, Academicen_US
dc.titleThe Paradox of performance pressures: an exploration of writing assessment in high school English classroomsen_US
dc.typeThesisen_US
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