Can Assessment Mirror Instruction? A Look at Peer Response and Revision in a Large-Scale Writing Test.

Goldberg, Gail Lynn; Roswell, Barbara Sherr; Michaels, Hillary

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Peer reviewed

ERIC Number: EJ557731

Record Type: Journal

Publication Date: 1996

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1062-7197

EISSN: N/A

Can Assessment Mirror Instruction? A Look at Peer Response and Revision in a Large-Scale Writing Test.

Goldberg, Gail Lynn; Roswell, Barbara Sherr; Michaels, Hillary

Educational Assessment, v3 n4 p287-314 1995-1996

Student engagement during testing in the full range of writing process activities they had been taught was studied. Results with 28 third-grade draft sets, 21 fifth-grade sets, and 38 eighth-grade sets on the Maryland School Performance Assessment writing test show that students' peer responses are unengaged, minimal, and formulaic, and that their revisions are superficial. (SLD)

Descriptors: Achievement Tests, Educational Assessment, Elementary Education, Elementary School Students, Grade 3, Grade 5, Grade 8, Peer Evaluation, Process Approach (Writing), Responses, Revision (Written Composition), Writing (Composition), Writing Tests

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A