Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 5 |
Descriptor
Source
| Assessing Writing | 6 |
Author
| Slomp, David H. | 2 |
| Condon, William | 1 |
| Fuite, Jim | 1 |
| Knoch, Ute | 1 |
| McClay, Jill Kedersha | 1 |
| Nixon, Rhonda | 1 |
| Serviss, Tricia | 1 |
Publication Type
| Journal Articles | 6 |
| Reports - Descriptive | 6 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
| New York | 1 |
| North America | 1 |
| Washington | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkServiss, Tricia – Assessing Writing, 2012
Drawing upon archival materials, I describe the history, design, and assessment of literacy tests from early 20th century New York state. Practitioners working with these early standardized writing tests grappled with tensions created by public Nativist sentiment, the legislation of "literacy," and calls to score the tests in…
Descriptors: Literacy, Writing Tests, Standardized Tests, Scoring
Slomp, David H. – Assessing Writing, 2012
This article discusses three sets of challenges involved in the assessment of writing from a developmental perspective. These challenges include defining a workable theory of development, developing a suitable construct, and overcoming limitations in technocentric approaches to writing assessment. In North America in recent years, a burgeoning…
Descriptors: Writing (Composition), Writing Evaluation, Writing Tests, Writing Ability
Knoch, Ute – Assessing Writing, 2011
Rating scales act as the de facto test construct in a writing assessment, although inevitably as a simplification of the construct (North, 2003). However, it is often not reported how rating scales are constructed. Unless the underlying framework of a rating scale takes some account of linguistic theory and research in the definition of…
Descriptors: Writing Evaluation, Writing Tests, Rating Scales, Linguistic Theory
Condon, William – Assessing Writing, 2009
Establishing the score or the placement as the first priority in a writing assessment leads to more reductive forms of writing assessment. However, if the prompts used in a direct test of writing were generative--that is, if they asked test-takers to analyze their own experiences as writers or learners, for example--the resulting texts would be…
Descriptors: Writing Evaluation, Writing Tests, Reflection, Undergraduate Students
Nixon, Rhonda; McClay, Jill Kedersha – Assessing Writing, 2007
The authors report on an interpretive case study that investigated how three elementary teachers summatively assessed their own students' written work over a three and one-half month period. Their collaborative assessment sessions reflected their ongoing routines that created productive social spaces that sowed the seeds for transformational adult…
Descriptors: Constructivism (Learning), Writing Evaluation, Student Evaluation, Writing Tests
Slomp, David H.; Fuite, Jim – Assessing Writing, 2004
Specialists in the field of large-scale, high-stakes writing assessment have, over the last forty years alternately discussed the issue of maximizing either reliability or validity in test design. Factors complicating the debate--such as Messick's (1989) expanded definition of validity, and the ethical implications of testing--are explored. An…
Descriptors: Information Theory, Writing Evaluation, Writing Tests, Test Validity
