In this book, Troy Hicks – a leader in the teaching of digital writing – collaborates with seven National Writing Project teacher consultants to provide a protocol for assessing students’ digital writing. This collection highlights six case studies centered on evidence the authors have uncovered through teacher inquiry and structured conversations about students’ digital writing. Beginning with a digital writing sample, each teacher offers an analysis of a student’s work and a reflection on how collaborative assessment affected his or her teaching. Because the authors include teachers from kindergarten to college, this book provides opportunities for vertical discussions of digital writing development, as well as grade-level conversations about high-quality digital writing. The collection also includes an introduction and conclusion that provides context for the inquiry group’s work and recommendations for assessment of digital writing.

Book Features:

An adaptation of the Collaborative Assessment Conference protocol to help professional learning communities examine students’ digital work.
Detailed descriptions of students’ digital writing, including the assessment process and implications for instruction.
Links to the samples of student digital writing available online for further review and to be used as digital mentor texts.

About the Author

Troy Hicks is an associate professor of English at Central Michigan University and director of the Chippewa River Writing Project. Follow him on Twitter: @hickstro.

"About this title" may belong to another edition of this title.

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