National Council of Teachers of English Logo

2013 September English Journal, v103.1

Non-Member Price: $12.50

NCTE Member Price: $4.25

Issue Theme: Knowing Better: Examining Assessment

Note: This is a PRINT copy of the issue.

Level(s): Middle, Secondary

ISBN/ISSN: 0013-8274


English Journal
Volume 103, Number 1, September 2013
Issue Theme: Knowing Better: Examining Assessment

For bulk pricing or author discounts, please contact our Customer Service Department.

Call for Manuscripts

From the Editors
David Gorlewski and Julie Gorlewski
Abstract: The new EJ editors introduce their first issue.

High School Matters: Assessment: Our (Re)Inventing the Future of English
Jocelyn A. Chadwick
Abstract: Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

Speaking My Mind: My Assessment Was Flawed. Forgive Me, Mrs. Farr.
Sharon Kane
Abstract: “Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.

Asinine Assessment: Why High-Stakes Testing Is Bad for Everyone, Including English Teachers
Wayne Au and Karen Gourd
Abstract: The authors argue that high-stakes, standardized testing contradicts curriculum and instruction aligned with professional standards promoted by NCTE and innovative educators.

The Whole Is Greater Than the Sum of the Parts
Marion Brady
Abstract: Emphasizing the deficiencies of standardized assessments, the author highlights the complexity of assessment as well as the significance of the teacher-student relationship.

Common Core State Standards: The Promise and the Peril in a National Palimpsest
Arthur N. Applebee
Abstract: This article looks at where the CCSS came from, their strengths and weaknesses, and how as a profession we can best respond to the challenges they pose.

Can Classroom Assessments of Student Growth Be Credibly Used to Evaluate Teachers?
W. James Popham
Abstract: Should teacher-supplied evidence of student growth—evidence garnered by using classroom assessments—be used to evaluate a teacher?

The Business of School: Economic Models of Assessment
Daniel O. Lawler
Abstract: This article explores problems with the trend of business language making its way into schools and provides strategies for how to address this issue.

Rethinking Adolescent Reading Assessment: From Accountability to Care
Scott Filkins
Abstract: The author explores the balance of responsibility for effective formative reading assessment between classroom teachers and the curricular structure within which they work.

Checking In: Using Informal Communication to Assess Learning in the English Language Arts Classroom
Tim Pappageorge
Abstract: This article explores the use of informal communication as an assessment tool for English language arts teachers.

Using the Rhetorical Situation to Inform Literacy Instruction and Assessment across the Disciplines
Sean Hackney and Brian Newman
Abstract: The authors describe a framework for approaching how teachers across the disciplines discuss what students are expected to know and how students are assessed.

A Formative Assessment System for Writing Improvement
Nancy Frey and Douglas Fisher
Abstract: The authors assert that the time that teachers spend providing feedback could better be used to focus on formative assessment systems.

Toward a Clearer Picture of Assessment: One Teacher’s Formative Approach
David Peter Noskin
Abstract: The author describes the complex process one teacher goes through to create meaningful formative and summative assessments to define and support student learning.

Drawing Art into the Discussion of Writing Assessment
Tom Meyer
Abstract: This article, grounded in the belief that art is a way of understanding, describes the use of drawing and writing to support metacognition.

Changing the Game of Literature with Authentic Assessment: The Promise of Multimodal Composing
Suzanne M. Miller, Merridy A. Knips, and Stephen Goss
Abstract: Student digital video composing serves as a powerful means of literature learning and authentic assessment of that learning.

Achieving through the Feedback Loop: Videogames, Authentic Assessment, and Meaningful Learning
Sandra Schamroth Abrams and Hannah R. Gerber
Abstract: By looking more closely at the videogame feedback model, the authors uncover authentic forms of assessment that can inform student learning.

Assessment Challenges in the Common Core Era
Sandra Murphy and Mary Ann Smith
Abstract: The authors consider how portfolios can meet the challenges of assessing various aspects of literacy and student learning.

A Better Grading System: Standards-Based, Student-Centered Assessment
Jeanetta Jones Miller
Abstract: The author discusses the benefits of a standards-based, student-centered approach to assessment.

Poem: José
Karen Maceira

Profile of Anne McCrary Sullivan
Nancy Krim

Poem: Assessment
Paul J. Willis

Continuous Becoming: Moving toward Mastery Driven to Succeed
Megan Freeman
Abstract: “Continuous Becoming: Moving toward Mastery” offers suggestions, ideas, and experiences to help novice and veteran teachers discover their own roadmaps toward mastery.

Speaking Truth to Power: Lou LaBrant: “Not the Time . . . to Follow the Line of Least Resistance”
P. L. Thomas
Abstract: This column seeks to explore the experiences and possibilities that arise when educators speak Truth to power.

Envisioning Assessment: Fear, Uncertainty, and Dread versus Assessment
Jed Hopkins
Abstract: “Envisioning Assessment” examines the roles assessment might be playing in the “bureaucratization” of our education system and considers the creation of ideal educational world where assessment is supportive of education.

Soft(a)ware in the English Classroom: Pecs Soviet and the Red Underscore: Raising Awareness of Software’s Role in Our Schools
Tom Liam Lynch
Abstract: “Soft(a)ware in the English Classroom” seeks to identify the ways in which our teaching and learning lives are influenced by software.

Lingua Anglia: Bridging Language and Learners: Windows of Opportunity: English Learners and the Power of Positioning
Pamela J. Hickey
Abstract: “Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.

Document and Site Resources

Share This On:

Page Tools:

Join NCTE Today

Your Shopping Cart

Total Items: 0
Total Cost: $0.00
View My Cart

Search the Online Store

We accept Visa, Mastercard, and Discover
Please contact customer service directly if you wish to pay by American Express


Copyright © 1998-2017 National Council of Teachers of English. All rights reserved in all media.

1111 W. Kenyon Road, Urbana, Illinois 61801-1096 Phone: 217-328-3870 or 877-369-6283

Looking for information? Browse our FAQs, tour our sitemap and store sitemap, or contact NCTE

Read our Privacy Policy NEW! Statement and Links Policy. Use of this site signifies your agreement to the Terms of Use

Visit us on:
Facebook Twitter Linked In Pinterest Instagram