Journal articles on writing assessment

It also supports Vaughn's suggestion that raters use personal reading strategies in scoring decisions when essays do not clearly fit with a rating scale.

This exploratory study reports scorers' use of an "overall response" category, added to the rubric in two assessment projects. To identify patterns of commenting amongst the three rates, the data were first analyzed by reviewing all the comments written by all the raters.

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The writer knows and reports all about one or more characters, but not about all of the characters Objective: Rinard emphasized the adverse effects of the testing environment for students with test anxiety and students for whom English was not the first language.

For example, the comment "absent articles" is not inherently negative; however, within the context of grading papers it is reasonable to assume that it is a quality that the rater considers to be negative.

Appraisal theory has been chosen as analytical framework to analyze the comments made by the raters because it not only allows for the quantification of data, but also provides a way to interpret the social phenomena that they represent. It should be noted, however, that appreciation and judgment at times overlap.

This study examined attitudes towards high-stakes testing by asking elementary students to draw a picture and write a description that reflected their recent testing experiences. The journal focuses on all stages of the writing assessment process, including needs evaluation, assessment creation, implementation, and validation, and test development; it aims to value all perspectives on writing assessment as process, product and politics test takers and raters; test developers and agencies; educational administrations; and political motivations.

What the raters value in writing as manifested through the language of their comments, and judgment; institutionalized feelings or "norms about how products, performances and naturally occurring phenomenon are valued" Martin, as cited in Harvey,p.

English Language Arts Standard 5. Finally, it will discuss the analyses of the data and conclude by highlighting the implications resulting from the analysis. With an eye to our own local institutional history and dynamic, we recommend that our state English Articulation Task Force ATF is best positioned to take on a coordinating role among stakeholders in secondary and postsecondary institutions.

Rinard, were seeking to evaluate student examinations not explicitly in terms of writing quality but rather in terms of content.

Classroom evidence of changed literacy practices. McNamara stated, "Performance assessment necessarily involves subjective judgments" p. In particular, they agree that the number of errors, the type of errors, and the incorrect use of word forms are problematic.

First, two raters commented on article use: A disagreement of two full band levels is problematic, particularly when the variations straddle a cut score for university admission or for licensure. Research suggests that high-stakes testing creates less intrinsic student motivation and alienates students from self-directed learning.

Contract grading in the technical writing classroom: Blending community-based assessment and self-assessment From assessing to teaching writing: What teachers prioritize Comparing the outcomes of two different approaches to CEFR-based rating of students’ writing performances across two European countries.

Articles in press Latest issue Special issues All issues About the journal Sign in to set up alerts. Automated Assessment of Writing. Edited by Norbert Elliot, David M. Williamson. Volume 18, Issue 1, Pages (January ) Previous vol/issue.

Next vol/issue. Select all documents. Download PDFs. Reflective Journal Writing as an Alternative Assessment Nicole Williams Beery Middle School- Columbus Public Schools Keywords Reflective journal writing, alternative assessment, general music classroom, early adolescence.

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Contract grading in the technical writing classroom: Blending community-based assessment and self-assessment. The Journal of Writing Assessment provides a peer-reviewed forum for the publication of manuscripts from a variety of disciplines and perspectives that address topics in writing assessment.

Submissions may investigate such assessment-related topics as grading and response, program assessment, historical perspectives on assessment, assessment. Throughout the American education system, the assessment of writing skill and general academic performance through timed essay examinations has become increasingly pervasive, contributing to the determination of grades and course placements and ultimately affecting college admissions through their use in standardized tests.

Journal articles on writing assessment
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Timed Writing Assessment as a Measure of Writing Ability: A Qualitative Study - JournalQuest