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Sultana, Qaisar; Kay, Lisa – 2000
This study was conducted to determine whether the writing skills, as measured by the University Writing Requirement (UWR), of Kentucky high school graduates who had participated in Kentucky's Commonwealth Accountability Testing System (CATS) writing portfolios had improved in comparison with their peers in the past who had not done the writing…
Descriptors: Educational Change, High School Graduates, High Schools, Portfolio Assessment
Maine State Dept. of Education, Augusta. – 1998
This manual presents information and instructions for test administrators in administering the 1998-99 version of the writing session of the Maine Educational Assessment (MEA). Sections of the manual present a checklist for test administrators; changes and reminders to the MEA for 1998-99; responsibilities of test administrators (scheduling,…
Descriptors: Disabilities, Elementary Secondary Education, State Programs, Test Format
Maine State Dept. of Education, Augusta. – 1998
This manual presents information and instructions for principals and test coordinators in administering the 1998-99 version of the writing session of the Maine Educational Assessment (MEA). Sections of the manual present a checklist for principals/test coordinators; changes and reminders to the MEA for 1998-99; instructions for test coordinators…
Descriptors: Disabilities, Elementary Secondary Education, State Programs, Test Format
Delaware State Dept. of Education, Dover. Assessment and Accountability Branch. – 2002
To help teachers, administrators, and parents understand student performance in writing, a state-level report is prepared each year to analyze students writing scores and provide guidelines for the interpretation of the results. This report compares students scores on the 2001 Delaware Student Testing Program (DSTP) with scores on the 2000 DSTP…
Descriptors: Academic Standards, Elementary Secondary Education, Scores, Scoring
Johns, Jerry L.; Lenski, Susan Davis; Elish-Piper, Laurie – 1999
The purpose of this book is to assist teachers as they work with emergent readers and writers--children who are in the early stages of reading and writing development, typically in preschool through grade 2. Section 1 of the book presents an overview of emergent literacy. Section 2 consists of a group of 15 informal early literacy pretests. The…
Descriptors: Early Childhood Education, Emergent Literacy, Evaluation Methods, Reading Instruction
Michigan State Dept. of Education, Lansing. Michigan Educational Assessment Program. – 1998
As part of the test development process, this technical report is intended to present technical information from the tryout and pilot stages of the Michigan High School Proficiency Test (HSPT) in Communication Arts: Writing. There are four major parts to this report. Part 1, Evolution of the HSPT in Communication Arts: Writing, introduces the…
Descriptors: High Schools, Pilot Projects, Reading Achievement, Student Writing Models

Ehrler, David J. – Journal of School Psychology, 1996
Examined the Test of Written Expression's (TOWE) ability to identify students with various problems. Reviews indicate that the test is reliable in internal consistency, stability, and rater variance. All tests of writing, though, correlate poorly with intelligence tests. Some complications accompany the administration and scoring of the TOWE. (RJM)
Descriptors: Adolescents, Children, Diagnostic Tests, Elementary Secondary Education

Powers, Donald E.; Fowles, Mary E. – Journal of Educational Measurement, 1996
Approximately 300 prospective graduate students each wrote two essays for the Graduate Record Examinations in 40-minute and 60-minute time periods. Analysis revealed that performance was, on average, significantly better with the 60-minute limit. There was no interaction between self-described test-taking style (fast versus slow) and time limits.…
Descriptors: College Entrance Examinations, College Students, Essay Tests, Higher Education

Luckner, John L.; Isaacson, Stephen – Journal of Communication Disorders, 1990
This article presents an overview of several written language assessment techniques, as well as a rationale and method for assessing the written expression of hearing-impaired individuals. Fluency, syntactic maturity, vocabulary, content, and conventions of notation are discussed; direct and indirect measures are compared; and a sample composition…
Descriptors: Elementary Secondary Education, Evaluation Methods, Hearing Impairments, Writing (Composition)

Kraemer, Don – Journal of Advanced Composition, 1990
Asserts that reading and writing are governed by the same logic that dominates social relations. Suggests that, because women suffer disproportionately from the effects of male-dominated culture, they may also suffer disproportionately when participating in play or when being tested on literacy skills. Questions the view that play is…
Descriptors: Disadvantaged, Feminism, Freshman Composition, Higher Education

Stanfill, Silver – ALAN Review, 1995
Describes the author's experiences grading the fast-writing portion of the English Composition Test. Notes that few of the examinees mentioned young adult literature in their examination essays. (PA)
Descriptors: Adolescent Literature, College Admission, High School Seniors, High Schools

Greenberg, Karen L. – WPA: Writing Program Administration, 1992
Elaborates on and responds to challenges of direct writing assessment. Speculates on future directions in writing assessment. Suggests that, if writing instructors accept that writing is a multidimensional, situational construct that fluctuates across a wide variety of contexts, then they must also respect the complexity of teaching and testing…
Descriptors: Essay Tests, Higher Education, Multiple Choice Tests, Test Format
Farrell, Margaret E. – Open Letter: Australian Journal for Adult Literacy Research and Practice, 1990
A group of 21 adults with moderate intellectual disabilities were administered language assessment, reading, spelling, informal writing, and phonics tests. Most had difficulties with oral language, memory, and psycholinguistic or psychomotor skills. Opportunities to talk with skilled language users about written text were important to developing…
Descriptors: Adults, Language Proficiency, Language Tests, Learning Disabilities

Jacobson, John E. – Journal of Reading, 1991
Reviews the Test of Written Language--2 (TOWL--2). Finds the test's blending of contrived and spontaneous assessment of students' writing to be a plus. Discusses drawbacks of the test. (RS)
Descriptors: Elementary Secondary Education, Higher Education, Student Evaluation, Test Norms
Riccio, Cynthia A.; Boan, Candace H.; Staniszewski, Deborah; Hynd, George W. – Diagnostique, 1997
A study involving 120 school-aged children that investigated the concurrent validity of measures of written language found that the Wechsler Individual Achievement Test Written Expression subtest correlates moderately with the Written Expression subtest of the Peabody Individual Achievement Test-Revised and the Spontaneous Writing Quotient of the…
Descriptors: Elementary Secondary Education, Learning Disabilities, Test Reliability, Test Validity