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Direct linkElliot, Norbert; Deess, Perry; Rudniy, Alex; Joshi, Kamal – Research in the Teaching of English, 2012
The purpose of the present study is to examine concurrent and predictive evidence used in the validation of ACCUPLACER, a purchased test used to place first-year students into writing courses at an urban, public research university devoted to science and technology education. Concurrent evidence was determined by correlations between ACCUPLACER…
Descriptors: Research Universities, Program Effectiveness, Writing Ability, Technology Education
Hardison, Chaitra M.; Sackett, Paul R. – Applied Measurement in Education, 2008
Despite the growing use of writing assessments in standardized tests, little is known about coaching effects on writing assessments. Therefore, this study tested the effects of short-term coaching on standardized writing tests, and the transfer of those effects to other writing genres. College freshmen were randomly assigned to either training…
Descriptors: Control Groups, Group Membership, College Freshmen, Writing Tests
Hansen, Kristine; Reeve, Suzanne; Gonzalez, Jennifer; Sudweeks, Richard R.; Hatch, Gary L.; Esplin, Patricia; Bradshaw, William S. – Research in the Teaching of English, 2006
This study was conducted to obtain empirical data to inform policy decisions about exempting incoming students from a first-year composition (FYC) course on the basis of Advanced Placement (AP) English exam scores. It examined the effect of avoiding first-year writing on the writing abilities of sophomore undergraduates. Two three-page writing…
Descriptors: Writing (Composition), English Curriculum, Writing Ability, Advanced Placement
