National Assessment of Educational Progress writing sample essays from 1988 and 1990 (495 and 599 essays) were subjected to computerized grading and human ratings. Cross-validation suggests that computer scoring is superior to a two-judge panel, a finding encouraging for large programs of essay evaluation. (SLD)

Recommendations are made for the National Assessment of Educational Progress (NAEP) assessment of informative, persuasive, and imaginative writing. Five major objectives should be assessed by NAEP: (1) writing as a way of thinking and learning; (2) writing to accomplish a variety of purposes; (3) managing the writing process; (4) controlling forms…

In a series of essays, the author analyzes and comments on the perceived weaknesses of the National Assessment of Educational Progress (NAEP) testing program. The basis of his criticism is that the NAEP has attempted to establish national norms, thereby disregarding the pluralistic nature of American society and the historical basis for community…

The National Assessment of Educational Progress (NAEP) evaluated the writing ability of American students in 1974, 1979, and 1984. Data from 95,000 students were examined for trends over this 10-year period. Writing tasks, including informative, persuasive, and literary or imaginative writing were administered to national samples of students aged…