Effects of strong portfolio triggers of heuristic instruments and linked summative/formative assessment on writing, writers and tutors

摘要

In this paper we describe two instruments in the assessment of writing, i.e. (1) strong portfolio triggers for using heuristic instruments such as spelling checkers during the writing process and (2) a strongly linked summative/formative assessment, assessing the (summative) exams in exactly the same way as the (formative) take-home tasks. After outlining the context of writing assessment that gave rise to the experiments with the two instruments, we will present a first range of possible effects on the writing process and products of higher education students in Flanders, as well as on the writers and the tutors, i.e. how these assessment procedures affect and enhance student learning, writing assessment and organizational change.