Abstract

Standardized tests do not provide the kind an quality of information needed to write IEP's and evaluation of student progress. This workshop will focus on the so-called "informal" assessments of writing, that is, classroom assessment strategies such as logs, checklists, portfolios, and journals. It will suggest that teachers regularly observe and collect data on their students' writing in order to evaluated progress. The rationale of these strategies and issues related to the assessment of writing, such as responding versus correcting, rating versus grading, and the question of whether to grade process or product will be discussed.

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