Outlines the series of decisions involved in selecting and then using sample papers in holistic evaluation. Attempts to make test-developers aware that they have choices to make and that their choices will have serious consequences for student and evaluator alike. (RS)

Discusses the use of entrance tests to admit students to mass communication programs. Advocates finding out precisely what an entrance test measures, and whether it matches what the curriculum demands of students. Recommends two essay tests that evaluate writing skill better than an objective test. (SR)

Examined the possibility of effects of pencil diameter on preschoolers' pencil management and performance. Each child used pencils of large or regular diameter to perform graphomotor tasks. There were no apparent differences in pencil management and performance related to pencil diameter. (Author/BB)

Contains the guide used by scorers of eighth grade informative writing in the 1998 National Assessment of Educational Progress (NAEP), samples of student responses at each of the six levels of performance, and a discussion of the scoring method. (Author/SLD)

The Qualifications and Curriculum Authority's (QCA) radical decision to allow bilingual dictionaries in GCSE modern languages examinations from 1998 was subsequently reversed, and by 2003 dictionaries were no longer allowed in any public examinations at any level. The removal of dictionaries appeared to be based on one study that concluded that…

In order to motivate university students to improve their English proficiency, the Hong Kong government decided to adopt a common exit English language test for all graduating students. In the process of selecting a suitable measure for this purpose, an empirical study with a sample of over 240 students was conducted to compare two English…

This paper provides information about Georgia High School Graduation Tests (GHSGT) and Georgia High School Writing Test (GHSWT). The purpose of the exams is to: (1) Ensure that students qualifying for a diploma have mastered essential core academic content and skills. All students seeking a Georgia high school diploma must pass the GHSGT in four…

This paper provides information about Texas Assessment of Knowledge and Skills (TAKS) and TAKS (Accommodated) Phasing in End-of-Course (EOC) Assessments. The purpose of the tests is to: (1) Meet a state mandate; (2) Provide schools with student academic diagnostic information; (3) Determine prospective high school graduates' mastery of the state…

This paper provides information about Washington Assessment of Student Learning and the new High School Proficiency Exam. The purpose of the exam is to: (1) Determine prospective high school graduates' knowledge and skill levels relative to those needed for entry-level employment and postsecondary education; (2) Determine prospective high school…

No published studies have sufficiently focused on essay topic writability from the perspective of college writers of the new millennium including native English speakers and ESL speakers. In this study, 500 college writers in Metro Toronto in Canada were interviewed to uncover if they found some essay topics easier than other topics. The results…

Minnesota Adult Basic Education (ABE) providers are mandated to use CASAS (Comprehensive Adult Student Assessment System) Reading or Math or TABE (Tests for Adult Basic Education) Reading or Math. This issue of "NetNews" introduces the Test Bank: a variety of informal reading, spelling, and writing assessments available for Minnesota ABE…

This investigation examined the impact of opportunity to learn content and skills targeted by a writing assessment on the achievement of English learners (ELs), including the potential for differential impact of increased exposure to literary analysis and writing instruction. Results revealed several factors contributing to students' writing…

This paper presents an empirical study investigating the relationship between vocabulary size and the skills of listening, reading and writing in English as a foreign language (EFL). The participants were 88 EFL learners from lower secondary education whose language skills were assessed as part of the national school leaving examination in…

This paper discusses the method, results, and implications of a study of undergraduate student writing at a large, diverse research university, and makes the case for grounding substantive writing assessment in local stakeholders and formative design. Data were collected from multiple sources: writing samples obtained from courses across…

The main purpose of the study was to investigate the distinctness and reliability of analytic (or multitrait) rating dimensions and their relationships to holistic scores and "e-rater"® essay feature variables in the context of the TOEFL® computer-based test (CBT) writing assessment. Data analyzed in the study were analytic and holistic…