A Program Development Handbook for the Holistic Assessment of Writing

Front Cover
University Press of America, 1990 - Education - 142 pages
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This book is a major breakthrough for developers of writing assessment programs who must certify the writing competency of undergraduate students. Legislators and accreditation boards across the nation have called for and implemented large scale projects to measure educational outcomes. This single source provides comprehensive information on the history, underlying concepts, and process of conducting a large scale writing assessment program at a specific institution of higher education. The handbook opens with an analysis of the rationale for the assessment of writing during the junior year of the undergraduate curriculum. The authors then turn to a case study of the success of their own institutional wide assessment program. A history is provided of 20th century writing assessment practices; as well, attention is given to defining levels of literacy. After describing an assessment process model, discussion turns to the design of questions, the administration of the assessment, the rating of papers, and the statistical analysis of data. Attention is also given to the design of a course for those who are unsuccessful on the assessment. The study closes with directions for further research and over 200 references in the bibliography.
 

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Contents

A Note on Duplicating Sample Training Papers
78
Considerations for Program Developers
79
8 Administering the Reading
80
The Training Process
81
During the Reading
83
PostReading Activities
84
Conclusion
85
Considerations for Program Developers
86

A Brief History of TwentiethCentury American Practices
27
Early Studies
28
19001947
30
The Return to the Direct Assessment of Writing
35
1966 Through the Present
36
Conclusion
39
Implications for Current Assessment Practices
40
Considerations for Program Developers
42
Notes
43
3 Toward the Measurement of Levels of Literacy
44
Defining Basic Literacy in College Writers
45
The Significance of an Awareness of Levels of Literacy
48
Conclusion
49
Considerations for Program Developers
50
4 Envisioning the Assessment Process
51
Considerations for Program Developers
54
5 Designing and Pretesting Prompts
55
A Process for Designing Prompts
56
A Process for Pretesting Prompts
60
The Prompt Presentation Page
62
Considerations for Program Developers
64
6 Administering the Assessment
65
Activities During the Assessment
66
PostAssessment Activities
67
Conclusion
68
Considerations for Program Developers
69
7 Selecting Sample Training Papers
70
An Analysis of Six Sample Training Papers
71
Considerations in Selecting Sample Training Papers
77
9 Collecting Analyzing and Reporting Data
87
Programmatic Issues in Writing Assessment
88
Validity
90
Practicality
91
Bias
92
Use
93
Collecting Data
95
Analyzing Data
96
Overall Rate of Success
97
Success Rate by Prompt
98
Success Rate of Special Populations
99
Background of Examinees
103
Reporting Data
104
Conclusion
107
Considerations for Program Developers P
109
Notes
111
10 The Junior Level Basic Writing Course
112
The Curriculum
114
A Case Study
115
Conclusion
116
Considerations for Program Developers
118
11 Closing Comments
119
Levels of Literacy
120
Assessment Processes
121
Selecting Sample Training Papers
122
Joint Standards
124
Works Cited
126
Index
137
Copyright

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About the author (1990)

Norbert L. Elliot is Associate Professor at the New Jersey Institute of Technology. Maximino Plata is Professor of Special Education at East Texas State University, Commerce, Texas. Paul Zelhart is Professor of Psychology at at East Texas State University, Commerce, Texas.

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