Bibliography on synchronous conference chat for evaluating writing

 

Afflerbach, P. (Ed.). (2010). Essential readings on assessment. Newark, DE: International Reading Association.

 

Andrade, H., & Cizek, G. J. (Eds.). (2010). Handbook of formative assessment. New York: Routledge.

 

Anson, C. M. (2006). Can’t touch this: Reflections on the servitude of computers as readers. In P. Freitag Ericsson & R. Haswell (Eds.), Machine scoring of student essays: Truth and consequences(pp. 38-56) Logan: Utah State University Press.

 

Anson, C. M.,  Dannels, D. P., Flash, P., & Housley Gaffney, A. L. (2012). Big rubrics and weird genres: The futility of using generic assessment tools across diverse instructional contexts. The Journal of Writing Assessment, 5(1).

 

Bardine, B.A., & Fulton, A. (2008). Analyzing the benefits of revision memos during the writing and revision process. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 81(4), 149-154.

 

Beach, R., & Friedrich, T. (2006). Response to writing. Reprinted from C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 222-234). New York: Guilford Press.

 

Blair, L. (2003). Teaching composition online: No longer the second-best choice. Kairos, 8(2). http://english.ttu.edu/kairos/8.2/binder.html?praxis/blair/index.html

 

Black, L. J. (1998). Between talk and teaching: Reconsidering the writing conference. Logan, UT: Utah State University Press.

 

Broad, B. (2003). What we really value: Beyond rubrics in teaching and assessing writing. Logan, UT: Utah State University Press.

Cheng, K-H., Liang, J-C., & Tsaic, C-C. (2015). Examining the role of feedback messages in undergraduate students’ writing performance during an online peer assessment activity. The Internet and Higher Education.

Cho, K., & ; Schunn, C. D.  (2007).  Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system.  Computers & Education, 48(3), 409-426

 

Cho, K., Schunn, C.D. & Charney, D. (2006). Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts. Written Communication, 23(3), 260-294.

Comer, D. K., & White, E. M. (2016). Adventuring into MOOC writing assessment: Challenges, results, and possibilities. College Composition & Communication, 67(3), 318-359. 

 

Crank, V. (2002). Asynchronous electronic peer response in a hybrid basic writing classroom. Teaching English in the Two-Year College, 30(2), 145-155.

 

Ericsson, P. F., & Haswell, R. (Eds.). (2006). Machine scoring of student essays: Truth and consequences. Logan: Utah State University Press.

 

Fernández-Toro, M., & Furnborough, C. (2015).  Eliciting students’ voices through screencast-assisted “feedback on feedback.” European Journal of Open, Distance, and Online Learning.

 

Ferris, D. R. (2003). Response to student writing: Implications for second language students. Mahwah, NJ: Erlbaum.

 

Filkins, S. (2013). Rethinking adolescent reading assessment: From accountability to care. English Journal, 103.1, 48–53.

 

Fisher, D., & Frey, N.  (2012).  Making time for feedback.  Educational Leadership

 

Flash, P. (2002). Responding to student writing. Retrieved February 3, 2004 from University of Minnesota, Center for Writing Web site: http://cisw.cla.umn.edu/faculty/responding/index.htm

 

Flash, P. (2012). Assigning revision memos.  University of Minnesota.

 

Frey, N., & Fisher, D. (2013). A formative assessment system for writing improvement. English Journal, 103.1, 66–71.

 

Gallagher, C. W., & Turley, E. D. (2012). Our better judgment: Teacher leadership for writing assessment. Urbana, IL: NCTE.

 

Gil, L., Martinez, T., & Vidal-Abarca, E. (2014). Online assessment of strategic reading literacy skills. Computers & Education

 

Gocsik, K. (2004). Revision: Cultivating a critical eye.  Dartmouth College.

 

Gorman, G. (2014). Free Digital Formative Assessment Tools: Important Thoughts Before Implementing

 

Henderson, M., & Phillips, M (2015).  Video-based feedback on student assessment: Scarily personal. Australian Journal of Educational Technology, 31(1)

 

Herold, B. (2014). Testing Digital Tools to Improve Formative Assessments. Education Week

 

Herrington, A., Hodgson, K., & Moran, C. (Eds.).  (2009). Teaching the new writing: Technology, change, and assessment in the 21st-century classroom.  New York: Teachers College Press.

 

Hicks, T. (Ed.). (2015). Assessing digital writing: Looking closely at student work. New York: Teachers College Press

 

Joint Task Force on Assessment of the International Reading Association and the National Council of Teachers of English. (2010). Standards for the assessment of reading and writing (Rev. ed.). Urbana, IL: NCTE and Newark, DE: IRA.

 

Jones, I., & Wheadon, C. (2015). Peer assessment using comparative and absolute judgment. Studies in Educational Evaluation, 47, 93-101

 

Kastman-Breuch, L. A. (2004). Virtual peer review: Teaching and learning about writing in online environments. Albany: State University of New York Press.

 

Kim, L (2004). Online technologies for teaching writing: Students react to teacher response in voice and written modalities. Research in the Teaching of English, 38(3), 304-337.

 

Lee, A. (2000). Composing critical pedagogies: Teaching writing as revision. Urbana, IL: National Council of Teachers of English.

 

Lensmire, T. (2002). Powerful writing, responsible teaching. New York: Teachers College Press.

 

Liu, J., & Sadler, R. W. (2003). The effect and affect of peer review in electronic versus traditional modes on L2 writing. Journal of English for Academic Purposes, 2(3), 193-227.

 

Lipson, C. (2004). Doing honest work in college: How to prepare citations, avoid plagiarism, and achieve real academic success. Chicago: University of Chicago Press.

 

Lu, R., & Bol, L.  (2007).  A comparison of anonymous versus identifiable e-peer review on college student writing performance and the extent of critical feedback.  Journal of Interactive Online Learning, 6(2).  Retrieved January 28, 2008 from http://www.ncolr.org/jiol

 

McMillan, J. H. (Ed.). (2007). Formative classroom assessment. New York: Teachers College Press.

 

Melby-Mauer, J. (2003). Using e-mail assignments and online correction in ESL instruction.TESOL Journal, 12(2). 37-8.

 

Mellen, C., & Sommers, J. (2003). Audiotaped response and the two-year-campus writing classroom: The two-sided desk, the "guy with the ax," and the chirping birds. Teaching English in the Two-Year College, 31(1), 25-39.

 

Menager-Beeley, R., & Paulos, L. (2006).Understanding plagiarism: A student guide to writing your own work. New York: Houghton Mifflin.

 

Murphy, S., & Smith, M. A. (2013). Assessment challenges in the common core era. English Journal, 103.1, 104–110.

 

National Writing Project Multimodal Assessment Project Group. (2013). Developing Domains for Multimodal Writing Assessment: The Language of Evaluation, the Language of Instruction.

 

Nicol, D.J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218

 

Overmeyer, M. (2009). What student writing teaches us: Formative assessment in the writing workshop. Portland, ME: Stenhouse.

 

Opdenacker, L., & Van Waes, L.  (2007).  Implementing an open process approach to a multilingual online writing center: The case of “Calliope.” Computers and Composition, 24(3), 247-65.

 

Palloff, R. M., & Pratt, K.  (2009).  Assessing the online learner: Resources and strategies for faculty.  San Francisco: Jossey-Bass.

 

Palmquist, M.  (2003). A brief history of computer support for writing centers and writing-across-the-curriculum programs. Computers and Composition, 20, 395–413.

 

Blumner, J. S., & Childers, P. B. (Eds.). (2015). WAC partnerships between secondary and postsecondary institutions. Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press. 

 

Roberts, T. S.  (Ed.). (2006).  Self, peer and group assessment in e-learning.  Hershey, PA: Information Science Publishing.

 

Roscoe, R. D. et al., (2014). The writing pal intelligent tutoring system: Usability and testing. Computers & Composition, 34, 39-59

 

Scherer, M.  (2012).  Finessing feedback.  Educational Leadership.

 

Serafini, F. (2010). Classroom reading assessments: More efficient ways to view and evaluate your readers. Portsmouth, NH: Heinemann.

 

Sherry, M. B. (2014). The Student Writing Archive Project (SWAP): Designing a searchable database of student writing and teacher commentary

for English teacher preparation courses. Contemporary Issues in Technology and Teacher Education, 14(3).

 

Student Writing Archive Project SWAP site  (use “citeuser” as the username and “Sw@p2013” as the password)

 

Stephens, D. (2013). Reading assessment: Artful teachers, successful students. Urbana, IL: NCTE.

 

Straub, R. (2000). The student, the text, and the classroom context: A case of teacher response. Assessing Writing 7(1), 23-55.

 

Schwartz, D. L., & Arena, D. (2013). Measuring what matters most: Choice-based assessments for the digital age. Cambridge: MIT Press. Free book download 

 

Tannacito, T., & Tuzi, R. (2003). A Comparison of E-Response: Two experiences; one conclusion. Kairos, 7(3)

 

Tovani, C. (2011). So what do they really know? Assessment that informs teaching and learning. Stenhouse.

 

Wasley, P.  (2006).  A new way to grade.  Chronicle of Higher Education.  Retrieved January 28, 2008 from http://chronicle.com/free/v52/i27/27a00601.htm

 

Whithaus, C. (2005).Teaching and evaluating writing in the age of computers and high-stakes testing. Mahwah, NJ: Erlbaum.

 

Williams, B. T.  (2007).  Trust, betrayal, and authorship: Plagiarism and how we perceive students.  Journal of Adolescent and Adult Literacy, 51(4), 350-354.

 

Yergeau, M., Wozniak, K., & Vandenberg, P. (2008). Expanding the space of f2f: Writing centers and audio-visual-textual conferencing, Kairos, 13(1)

 

Xie, Y., Ke, F., & Sharma, P.  (2008). The effect of peer feedback for blogging on college students’ reflective learning processes.  The Internet and Higher Education