Writing Achievement of California Eighth Graders: A First Look.

Autor/inn/en	Cooper, Charles; Breneman, Beth
Institution	California State Dept. of Education, Sacramento.
Titel	Writing Achievement of California Eighth Graders: A First Look.
Quelle	(1988), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Autobiographies; Descriptive Writing; Elementary Education; Elementary School Students; Essay Tests; Expository Writing; Grade 8; Persuasive Discourse; Problem Solving; Rhetoric; State Programs; Testing Programs; Writing (Composition); Writing Evaluation; Writing Skills + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Autobiography; Autobiografie; Autobiographie; Elementarunterricht; Schriftlicher Sprachgebrauch; School year 08; 8. Schuljahr; Schuljahr 08; Persuasion; Persuasive Kommunikation; Problemlösen; Rhetorik; Regierungsprogramm; Schreibübung; Writing skill; Schreibfertigkeit
Abstract	The first statewide direct writing assessment was conducted for grade 8 by the California Assessment Program (CAP) in the spring of 1987. Each student wrote an essay in response to 1 of 15 prompts (writing tasks) representing: (1) an autobiographical incident; (2) a report of information; (3) a solution to a problem; and (4) an evaluation. In all, 282,155 essays were scored at four regional sites by 290 teachers; this number includes some papers double scored in a reliability study. About 99% of the students had responded to a topic. Scoring considered rhetorical effectiveness, a feature score about some characteristic (such as coherence), and a conventions score for mechanics. Most students wrote adequate or marginally adequate essays (68%), some wrote exceptionally well (13%), and others wrote poorly (19%). Eighth graders were most competent at reporting information, less competent at writing autobiographies, and least able to produce the two types of persuasive writing. Control of the conventions was better than of rhetorical strategies. Recommendations for teachers begin with encouraging more direct writing instruction and more analysis of what is read. Recommendations for school administrators, parents, and teacher educators are included. (SLD)
Anmerkungen	California State Department of Education, P.O. Box 944272, Sacramento, CA 94244-2720.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC