This booklet contains the Writing Framework for the 1998 National Assessment of Educational Progress (NAEP). The Framework describes the basis for the 1998 Writing Assessment, the types of writing assessed, and the methods for scoring student responses. This Framework was developed during 1989-90 in preparation for the 1992 NAEP Writing…

This document includes a booklet and a presentation guide. The booklet contains the anchor papers used to score the 2001 Washington Assessment of Student Learning (WASL) in writing, grade 10. Anchor papers are concrete examples that illustrate the intent of the scoring guides. The papers in the booklet exemplify the full range of score points…

The purposes of this study were to investigate the role of benchmark writing samples in direct assessment of writing and to examine the consequences of differential benchmark selection with a common writing rubric. The influences of discourse and grade level were also examined within the context of differential benchmark selection. Raters scored…

The purpose of this study was to investigate whether the selection of benchmark writing samples influences the assessment of students' writing quality. More than 300 grade 3 writing samples were scored in two separate rating sessions. Within each scoring session, raters used a different set of benchmark writing samples. Raw ratings were analyzed…

This document contains samples and explanations from Colorado's state reading and writing comprehension test for Grade 7, hereby released to the public (parents, teachers, and any other interested parties). It presents one multiple-choice reading comprehension item based upon a poem and includes the correct answers. Next, it presents two short…

Examined a scoring anomaly that became apparent in a state-mandated writing assessment. Results for 3,660 essays by sixth graders show that using a spiral model for training raters and scoring papers results in higher mean ratings than does using a sequential model for training and scoring. Findings demonstrate the importance of making decisions…

Analyzes the Analytical Writing Assessment's (AWA) contribution as a performance assessment. Critiques its potential usefulness as a diagnostic tool for management education. Concludes that the AWA does not meet the expectations of GMAT-user schools who endorsed the test as a diagnostic instrument for identifying student deficiencies. States that…

Describes the pros and cons of using written essay examinations. Reviews the history of the basic arguments for and against essay exams. Considers essay exams as forms of writing, in relation to portfolio assessment, and as reliable instruments of assessment. Advocates the use of timed, impromptu essay exams. (HB)

Identifies the many different groups of scholars, teachers, administrators, and other professionals who lay claim to the field of writing assessment. Describes the various positions, and outlines the major beliefs and assumptions about what is important and valuable. Examines an intolerance for other positions within each position, and identifies…

Evaluates external and diagnostic validity of the National Technical Institute for the Deaf Writing Test. Supports its external validity but does not support the diagnostic validity of this and other writing tests of the same basic design. (SR)

Used generalizability theory to investigate the impact of the number of raters and the type of decision (relative versus absolute) on the reliability of writing scores. Results from 251 middle school students and 20 intermediate grade students show that reliability coefficients decline as the number of raters declines and when absolute decisions…

Studied four forms of score resolution used by testing agencies and investigated the effect that each has on the interrater reliability associated with the resulting operational scores. Results, based on 120 essays from the Georgia High School Writing Test, show some forms of resolution to be associated with higher reliability and some associated…

Offers four approaches, based on food metaphors, that writing teachers can use to prepare students for the writing items on the Preliminary Scholastic Assessment Test and the Scholastic Assessment Test II Writing Subject Test. The pros and cons of each method are discussed, and examples from the author's classroom experience are offered. (MSE)

Describes a 20 item self-report psychometric scale that was used to assess test anxiety levels in 67 students. Reports that the higher the anxiety level, as measured by the Revised Test Anxiety Scale (RTA), the lower the score on a reading and writing competency exam taken subsequently, and that students who received extra time on the reading test…

Online high schools are growing significantly in number, popularity, and function. However, little empirical data has been published about the effectiveness of these institutions. This research examined the frequency of group work and extended essay writing among online Advanced Placement Program® (AP®) students, and how these tasks may have…