Tompkins (2012) offers many more strategies in Chapter 4 of Teaching Writing: Balancing Process and Product. Tompkins stresses that "the most effective assessment combines process and product measures to evaluate students' growth as writers and the quality of their compositions" (p.89). I will remember her advice and use both process and product of writing assessments in my classroom. Some of the strategies that I found helpful and will try out in the future were anecdotal notes, checklists, assessment conferences, and primary trait scoring.
I found Sommers (1982) article on responding to student writing both shocking and very true. I thought of all the times I have received feedback on my papers, and most of the time I received the vary ambiguous comments they spoke about in the article. This happened mainly in elementary and high school. Now that I am in college, I have had experiences on both ends of the spectrum. I have experienced times when my professors have given me specific and helpful feedback, and other times when I have received just a number on the top of the page. I also thought of the times that I provided feedback on students papers and was ashamed to realize that I am one of the teachers who have used "comments [that] are not text-specific and could be interchanged, rubber-stamped, from text to text"(152). Now that I have read this article, realized my faults, and learned strategies on how to effectively assess student writing I can go forward and improve my teaching.
Tompkins, G.E. (2012). Teaching writing: Balancing process and product (6th ed.). Upper Saddle River, NJ: Merrill.
Sommers, N. (1982). Responding to student writing. College Composition and Communication, 33(2), 148-156.