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A Response to "Measuring Students' Writing Ability on a Computer Analytic Developmental Scale: An Exploratory Validity Study"
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Reutzel, D. Ray; Mohr, Kathleen A. J. – Literacy Research and Instruction, 2014
In this response to "Measuring Students' Writing Ability on a Computer Analytic Developmental Scale: An Exploratory Validity Study," the authors agree that assessments should seek parsimony in both theory and application wherever possible. Doing so allows maximal dissemination and implementation while minimizing costs. The Writing…
Descriptors: Writing Ability, Discovery Processes, Rating Scales, Construct Validity
What Are Goed Righting! (What Is Good Writing?)
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Espin, Christine A. – Literacy Research and Instruction, 2014
The author is pleased to have the opportunity to respond to "Measuring Students' Writing Ability on a Computer-Analytic Developmental Scale: An Exploratory Validity Study." The authors of that article have undertaken a challenging project and seem to be on track to developing a technically adequate, practically useful writing…
Descriptors: Writing Skills, Writing Ability, Evaluation Criteria, Task Analysis
Measuring Students' Writing Ability on a Computer-Analytic Development Scale: Orchestrating the Dance between Technology and the Teacher
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Massey, Chris L.; Gambrell, Linda B. – Literacy Research and Instruction, 2014
Literacy educators and researchers have long recognized the importance of increasing students' writing proficiency across age and grade levels. With the release of the Common Core State Standards (CCSS), a new and greater emphasis is being placed on writing in the K-12 curriculum. Educators, as well as the authors of the CCSS, agree that…
Descriptors: Writing Evaluation, State Standards, Instructional Effectiveness, Writing Ability
Fourth Graders as Models for Teachers: Teaching and Learning 6+1 Trait Writing as a Collaborative Experience
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Fry, Sara Winstead; Griffin, Shari – Literacy Research and Instruction, 2010
Performance on standardized writing assessments indicates that less than one-third of American K-12 students are proficient in writing. Despite this statistic, the current emphasis on reading in elementary schools means preservice elementary teachers may observe little writing instruction during field experiences. This article presents the results…
Descriptors: Preservice Teacher Education, Student Teachers, Elementary Secondary Education, Grade 4