Writing to the teacher led students to treat writing as evaluation and reproduce transmitted content rather than construct their own knowledge¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students writing to the teacher perceived writing as an evaluation tool, iterated what the teacher transmitted, and avoided adding personal ideas and interpretations. → Kingir 2013

Evidence¶

Kingir 2013¶

Kingir, S. (2013). Using Non-traditional Writing as a Tool in Learning Chemistry. Eurasia Journal of Mathematics, Science & Technology Education, 9(2), 101-114. https://doi.org/10.12973/eurasia.2013.922a

q2 · i? · causal · r2

Field notes taken during writing-sample assessment showed teacher-audience letters typically opened by stating what was understood from teaching and ended by asking the teacher to identify gaps, indicating evaluation-oriented writing.

"These statements indicate that students perceived writing as an evaluation tool when they wrote to their teacher; they just iterated what their teacher transmitted to them in their writing."

Discussion¶

Related Claims¶

• Students perceived non-traditional letter writing as helpful for learning, enjoyable, and superior to traditional writing — related
• Positioning personal experience as an epistemic resource supports expansion from inward to outward critical orientations — related
• Self-assessing against a rubric improved the quality of student work in two non-randomised studies, one of which also found more stress and performance-avoidance — related
• Multimodal, culturally grounded formative assessment supports engagement and agency — related