Question+8+Results

=8. What are some implications for problem solving related to writing ?= = = The frequency of assessment has generated students to think more about their writing and adapt to achieve higher scores. || write correctly. Teachers need to be able to help students perform to their highest level of understanding. || Why was there such a significant increase in the 11th grade from '06 - '07? What was the issue in '03 - '04? What are the scores of other populations besides white? ||
 * > ==1== || Are we asking students to write enough across the curriculum? We believe students need more opportunities to practice and see relevance in the application of what they are learning in their English classes. ||
 * > ==2== || Perhaps some students have started making their papers longer in order achieve better scores. Neatness can affect the score--make it neater.
 * > ==3== || If students can learn to write about solving a problem, then they have a better chance of transferring that process to solve problems in other areas of study and life. ||
 * > ==4== || Students need to be able to do problem solving techniques in many areas in order to
 * > ==5== || As far as we can see there is no data to back up implications for problem solving related to writing. At this point is would be pure speculation. ||
 * > ==6== || Different students each year.
 * > ==7== || Using graphic organizers and knowing which graphic organizers to use when writing could be an implication for problem solving. ||
 * > ==8== || as they become better problem solvers they will become better thinkers which should carry over to their writing. ||
 * > ==9== || Is the writing assessments biased towards genders, considering the females consistently did 'better'. Can we bring the gender scores in line together? It would also be interesting to see the ethnic data to see how it compares. ||
 * ==10== || You are not looking at how students have improved. You are looking at a new group each time. How is it possible to determine problem solving from this when the prompt changes and students change each year? ||

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|| We don't believe that you can gain any information about student problem solving from the data given. However, in our classrooms some problem solving issues that relate to writing would be to A) understanding what the prompt is asking the student to do B) figuring out a way to appropriately address the prompt in the mode that the student is to write in and C) completing the task in the allotted time. || Thinking towards new statewide writing test, how to adjust to a more analytical format? ||
 * > ==12== || Better emphasis on self monitoring of writing. Thinking outside of the box on the topics provided from the state. Relating it to real life in all subject areas. ||
 * > ==13== || The amount of testing practice by the time they reach the 11th grade is more compared to the 4th grade which can have a connection to our data. Also the ability to write to the writing prompt is still a problem. ||
 * > ==14== || Having students write problems in content areas. Students could also use multiple tools in practice sessions to help them process through the writing prompt. Brainstorming, graphic organizers, and free writing would be some ways for students to problem solve within the writing assessment. ||
 * > ==15== || If you have students that cannot organize their thoughts to write, then you, in turn, have students that often have difficulties problem-solving. ||
 * > ==16== || Writing is applying comprehension