Assessing the production of anecdotes in oral and written forms at the elementary level: development of a measurement tool

Abstract

Working on oral and written communication skills, around a specific textual genre is a promising approach to addressing the difficulties regarding teaching methods that connects those skills. It jointly strengthens primary school students’ oral and written competencies. In order to examine this relationship, we undertook a rigorous process, following a methodology that ensures its validity, in order to develop an assessment tool for anecdotes produced both orally and in writing. The tool’s construction process and the review of the assessment criteria involved exchanges and negotiations. This article reports this iterative and collaborative process.