Considering a Music Instruction Paradigm for Evaluation: Perspectives on Formative Assessment of Gifted and Exceptional Students in Senior Language Arts Writing

The birth of the writing process movement in the 1970‘s revolutionized the way educators think about writing instruction. The reintroduction in the 1990‘s of formative assessment as an instructional technique for improving student achievement transformed pedagogical theory underlying evaluation. Both movements represent a shift in focus from product to process, yet paradoxically this occurs at a time when there has never been more attention paid to accountability for student achievement as measured by performance in exams. This apparent contradiction results in educators having to create a balance between known 'best pedagogical practices‘ that are process oriented while keeping a keen eye on the outcomes – measurable student achievement. In the senior high classroom, particularly during the graduating year, emerging knowledge of informed pedagogy is often submerged by the pressing concern of final exams. Writing the critical essay is the greatest challenge facing students in their final year, particularly as students are faced with the knowledge that essay writing is the most popular form of writing assessment occurring throughout high school and college. In this circumstance, establishing authentic learning experiences in critical thinking and writing is a complex undertaking.;This inquiry presents the results of a three year action research study of the assessment practices of an English Language Arts team of teachers of which this author was the Learning Leader. The purpose was to investigate how intentional formative assessment strategies in the teaching of writing, with a focus on the critical essay, could affect student engagement, motivation and achievement and to identify key strategies that might produce this effect. Beginning with a conceptual framework based on a music instruction paradigm where modelling, peer and self-appraisal and focussed practice are key elements, the inquiry took the form of blending elements of the writing process with formative assessment strategies. A conceptual framework, the Interactive Dynamic Modelling Process that places inquiry into a writing form at the centre was developed as a unique and effective way of drawing together essential elements of formative assessment and writing instruction. The implementation of this model was shown to have positive effects on student engagement and achievement.