This manual contains the writing objectives and measurement specifications for grades 3, 5, and 9, for use by teachers and other educators responsible for pupil instruction, and for test development specialists involved with preparing the Texas Assessment of Basic Skills tests. The learning objectives are congruent with the "State Board of…

The Texas Educational Assessment of Minimum Skills (TEAMS) Exit Level Writing Test is based on eight behavioral objectives that fall under five skill areas. Satisfactory performance on this test is required for high school graduation in Texas. This document, intended for teachers and test developers, presents general testing instructions and…

A college faculty member who has graded Advanced Placement exam essays on U.S. government and politics, taken mostly by high school juniors and seniors, suggests that high school teachers and college faculty who assess the essays are not the best qualified persons to do so and that despite efforts to ensure consistency, the resulting scores are…

A faculty consultant to the Educational Testing Service for advanced placement (AP) test reading in U.S. government and politics responds to an article criticizing essay evaluation methods and criteria, finding in it a fundamental misunderstanding of the AP reading process and explaining why the essays are subject to less scrutiny for style,…

Beginning with the 1985-86 school year, the Texas Educational Assessment of Minimum Skills (TEAMS) tests have been based on the objectives provided in this publication for teachers and test development specialists. The writing skills objectives for grade 7 require: (1) knowledge of standard capitalization; (2) knowledge of standard punctuation;…

Maintains that California teachers are now responsible for preparing students for the new California Learning Assessment System (CLAS) test. Discusses the multiple choice, written response, primary source, and essay writing sections of the test. Provides suggestions for scoring essays and having students evaluate each other's writing. (CFR)

Accuracy in the scoring of writing is critical if standardized tasks are to be used in a national assessment scheme. Three approaches to establishing accuracy (i.e., consensus, consistency, and measurement) exist and commonly large-scale assessment programs of primary school writing demonstrate adjacent agreement consensus rates of between 80% and…

The writing learning objectives for fifth graders contained in this volume are congruent with the Texas "State Board of Education Rules for Curriculum." These objectives and the measurement specifications are provided for use by teachers and other educators responsible for student instruction and for test development specialists involved…

The writing learning objectives for ninth graders contained in this volume are congruent with the Texas "State Board of Education Rules for Curriculum." These objectives and the measurement specifications are provided for use by teachers and other educators responsible for student instruction and for test development specialists involved…

The New Mexico Portfolio Writing Assessment for grades 4 and 6 (optional for grade 8) is to be conducted in the 1991-92 school year, with a call for "best piece" in April of 1992. All students in New Mexico in grades 4 and 6 will participate. This manual provides instruction for procedures to be followed in the school year. Guidelines…

Intended for teachers, this document provides curriculum specifications for the Grade 12 Diploma Examinations in English 30 in Alberta, Canada. Introductory information (1) indicates the approximate time to be devoted to teaching various components of the language arts, the relative importance of concepts and skills, and priorities for instruction…

Intended for teachers, this document provides curriculum specifications for the Grade 12 Diploma Examinations in English 33 in Alberta, Canada. Introductory information (1) indicates the approximate time to be devoted to teaching various components of the language arts, the relative importance of concepts and skills, and priorities for instruction…