Literaturnachweis - Detailanzeige
| Autor/inn/en | McLean, James E.; Snyder, Scott W.; Abbott, Gypsy; Reid, Brian; Ernest, James; Heath, Roy |
|---|---|
| Institution | SERVE: SouthEastern Regional Vision for Education.; Alabama Univ., Birmingham. School of Education. |
| Titel | Evaluation of the Alabama Direct Assessment of Writing Program. |
| Quelle | (1997), (36 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Grade 5; Grade 7; Intermediate Grades; Junior High Schools; Performance Based Assessment; Program Effectiveness; Psychometrics; State Standards; Teacher Attitudes; Test Results; Writing Achievement; Writing Instruction; Writing Tests; Alabama |
| Abstract | A study evaluated the Alabama Direct Assessment of Writing Program. The comprehensive evaluation examined the background literature, the psychometric characteristics, and the impact of the writing assessment both quantitatively and qualitatively. Results indicated that: (1) the majority of fifth- and seventh-grade students in Alabama do not perform at acceptable standards in any of the major types of writing; (2) considerable gains in writing performance were evident in seventh grade between 1994 and 1995 across all types of writing; (3) moderate but sufficient agreement was evident between the two principal scorers of each writing response; (4) teachers were in considerable agreement that the state-mandated writing assessment positively influenced the teaching of writing; (5) higher-performing schools tended to place great value on writing and applied year-long systematic approaches to writing instruction; (6) in the lower-achieving schools, teachers did not appear to have the level of skill necessary to develop a cohesive writing curriculum effectively using the writing assessment results; and (7) the more positive that teachers' perceptions of the State Direct Assessment of Writing were, the higher the average student performance on the writing assessment at the school tended to be. The basic findings support the psychometric integrity of the writing assessment and its role in encouraging the teaching of writing in Alabama schools. (Contains 33 references and 10 tables of data; appendixes contain survey instruments.) (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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