Introducing teachers to new semiotic tools for writing instruction and writing assessment: consequences for students’ writing proficiency-Reference-Cited by-同舟云学术

Introducing teachers to new semiotic tools for writing instruction and writing assessment: consequences for students’ writing proficiency

Published:2017-05-28 Issue:1 Volume:26 Page:6-25
ISSN:0969-594X
Container-title:Assessment in Education: Principles, Policy & Practice
language:en
Short-container-title:Assessment in Education: Principles, Policy & Practice

Author:

Berge Kjell Lars¹,Skar Gustaf B.²^ORCID,Matre Synnøve²,Solheim Randi²,Evensen Lars S.³,Otnes Hildegunn²,Thygesen Ragnar⁴

Affiliation:

1. Department of Linguistics and Scandinavian Studies, University of Oslo, Oslo, Norway

2. Department of Teacher Education, Faculty of Social and Educational Sciences, NTNU – Norwegian University of Technology and Science, Trondheim, Norway

3. Department of Language and Literature, NTNU – Norwegian University of Technology and Science, Trondheim, Norway

4. Department of Education, University of Agder, Kristiansand, Norway

Funder

Norges Forskningsråd

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/0969594X.2017.1330251

Reference43 articles.

1. The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis

2. The Wheel of Writing: a model of the writing domain for the teaching and assessing of writing as a key competency

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