Opening dialogic spaces: Teachers’ metatalk on writing assessment

Bakhtin, M. (1986). Speech Genres and Other Late Essays. (Transl. by V. Mc Gee, edited by C. Emerson & M. Holquist). Austin, Texas: University of Texas Press. Behizadeh, 2011, Historical view of the influences of measurement and writing theories on the practice of writing assessment in the United States, Assessing Writing, 16, 189, 10.1016/j.asw.2011.03.001 Berge, 2016, The wheel of writing: a model of the writing domain for the teaching and assessing of writing as a key competency, The Curriculum Journal, 1–18 Berge, 2016 Bernstein, 1990, Class, codes, and control, Vol. 4 Black, 1998, Assessment and classroom learning, Assessment in Education Principles Policy Practice, 5, 7, 10.1080/0969595980050102 Colombini, 2012, Storming and norming: exploring the value of group development models in addressing conflict in communal writing assessment, Assessing Writing, 17, 191, 10.1016/j.asw.2012.05.002 Evensen, 2016, Standards as a tool for teaching and assessing cross-curricular writing, The Curriculum Journal, 1–17 Glaser, 1999, The discovery of grounded theory Huot, 2002 Jølle, 2014, Pair assessment of pupil writing: A dialogic approach for studying the development of rater competence, Assessing Writing, 20, 37, 10.1016/j.asw.2014.01.002 Linell, P., Gustavsson, L. (1987). Initiativ och respons. Om dialogens dynamikk, dominans och koherens. [Initiative and response. On the dialogue’s dynamics, dominance and coherence]. SIC 15, Tema Kommunikation, Universitetet I Linköping. Linell, 1998, Approaching dialogue Little, 2003, 185 Marshall, 2004, Goals or horizons – The conundrum of progression in English: or a possible way of understanding formative assessment in English, The Curriculum Journal, 15, 101, 10.1080/0958517042000226784 Matre, 2015, Writing education and assessment in Norway: Towards shared understanding, shared language and shared responsibility, 15, 1 Mercer, 2000 Moss, 1994, Can there be validity without reliability?, Educational Research, 23, 6 Myhill, 2013, Grammar matters: How teachers’ grammatical knowledge impacts on the teaching of writing, Teaching and Teachers Education, 36, 77, 10.1016/j.tate.2013.07.005 Myhill, 2011, ‘The ordeal of deliberate choice’: Metalinguistic development in secondary writers, 247 Parr, 2010, Feedback to writing, assessment for teaching and learning and student progress, Assessing Writing, 15, 68, 10.1016/j.asw.2010.05.004 Parr, 2007, Supporting teacher learning and informed practice in writing through assessment tools for teaching and learning, Asia-Pacific Journal of Teacher Education, 35, 69, 10.1080/13598660601111281 Parr, 2011, Repertoires to scaffold teacher learning and practice in assessment of writing, Assessing Writing, 16, 32, 10.1016/j.asw.2010.11.002 Sadler, 1985, The origins and functions of evaluative criteria, Educational Theory, 35, 285, 10.1111/j.1741-5446.1985.00285.x Sadler, 1989, Formative assessment and the design of instructional systems, Instructional Science, 18, 119, 10.1007/BF00117714 Sadler, 2009, Indeterminacy in the use of preset criteria for assessment and grading, Assessment and Evaluation Higher Education, 34, 159, 10.1080/02602930801956059 Solheim, 2014, Forventninger om skrivekompetanse. Perspektiver på skriving, skriveopplæring og vurdering i «Normprosjektet». [Expectations on writing competency. Perspectives on writing, writing education and assessment in The NORM project], Viden om Læsning, 15, 76 Vygotsky, L. S. (1986). Thought and language (Transl. and edited by A. Kazoulin.). Cambridge, MA: MIT Press. Wenger, 1998, Communities of practice Wyatt-Smith, 2013, Explicit, latent and meta-criteria: Types of criteria in play in professional judgement practice, Assessment in Education: Principles Policy & Practice, 20, 35, 10.1080/0969594X.2012.725030 Yancey, 1999, Looking back as we look forward: Historicizing writing assessment, College Composition and Communication, 50, 483, 10.2307/358862