Reflects on three major issues that confronted researchers conducting a comparative study of achievement in written composition as they attempt to measure performance in writing across many languages and cultures. Concludes that most assessments of writing simply measure perceived drafting quality, which is a highly subjective judgment. (MG)

Compares the traditional method of composition grading, marginal comments, with a more recent technique, comments on cassette tape. (HOD)

Compares direct and indirect writing assessment strategies and contrasts them in terms of the relationship each has to specific classroom decision-making situations, the components of writing assessed, practical testing matters, characteristics of test exercises, test scoring procedures, and procedures for determining test quality. (HOD)

Reports on a study that compared the potential validity, reliability, and costs of several direct and indirect measures of writing. (HOD)

The test scores of college freshmen given both a multiple choice test and an essay test of writing skills were compared to assess the validity of a multiple choice test compared with an essay test. (HOD)

Examines the relationship between syntactic complexity and quality ratings of narrative and argumentative writing of students in grades 6, 10, and 12. (HOD)

Compares the written production of 12 sixth grade English-as-a-second-language (ESL) students on 3 teacher-assigned tasks with their writing to the teacher in dialogue journals. Finds that the quantity and maturity of the dialogue journal writing was at least equivalent to the assigned writing on all measures. (RS)

Identifies a set of linguistic/rhetorical measures which were developed to analyze cross-cultural differences in student argumentative/persuasive writing at the same age level. Compares the writing achievement of students from America, England, and New Zealand to test these measures, and contrasts these results with those produced by holistic…