This article describes the development and administration of the "Kindergarten-Second Grade (K-2) Writing Data-Based Decision Making (DBDM) Survey." The "K-2 Writing DBDM Survey" was developed to learn more about current DBDM practices specific to early writing. A total of 376 educational professionals (175 general education…

This study investigated common written errors and the causes that language learners frequently commit. A descriptive qualitative approach was conducted with the participation of 57 eleventh-graders at a high school in Hung Yen province during the second term of the academic year 2021-2022. The respondents were requested to participate in five…

The purpose of the report is to explore some of the mechanisms involved in the writing process. In particular, we examine students' process data (keystroke log analysis) to uncover how students approach a knowledge-telling task using 2 different task types. In the first task, students were asked to list as many words as possible related to a…

This study aimed to investigate how Grade 1-2 English language learners (ELLs) differ in their performance on a writing test in two test modes: paper and online. Participants were 139 ELLs in the United States. They completed three writing tasks, representing three test modes: (1) a paper in which students completed their writing using a…

The effects of computer and paper test media on EFL test-takers with different computer familiarity in writing scores and in the cognitive writing process have been comprehensively explored from the learners' aspect as well as on the basis of related theories and practice. The results indicate significant differences in test scores among the…

This article examines the influence of keyboarding versus handwriting in a high-stakes writing assessment. Conclusions are based on data collected from a pilot project to move Old Dominion University's Exit Exam of Writing Proficiency from a handwritten format into a dual-option format (i.e., the students may choose to handwrite or keyboard the…

This paper undertakes a review of the literature on writing cognition, writing instruction, and writing assessment with the goal of developing a framework and competency model for a new approach to writing assessment. The model developed is part of the Cognitively Based Assessments of, for, and as Learning (CBAL) initiative, an ongoing research…

This booklet contains the Writing Framework for the 1998 National Assessment of Educational Progress (NAEP). The Framework describes the basis for the 1998 Writing Assessment, the types of writing assessed, and the methods for scoring student responses. This Framework was developed during 1989-90 in preparation for the 1992 NAEP Writing…

This manual presents information and instructions for test administrators in administering the 1998-99 version of the writing session of the Maine Educational Assessment (MEA). Sections of the manual present a checklist for test administrators; changes and reminders to the MEA for 1998-99; responsibilities of test administrators (scheduling,…

This manual presents information and instructions for principals and test coordinators in administering the 1998-99 version of the writing session of the Maine Educational Assessment (MEA). Sections of the manual present a checklist for principals/test coordinators; changes and reminders to the MEA for 1998-99; instructions for test coordinators…

Investigates whether prompts and topic types affect writing performance of college freshmen taking the Manoa Writing Placement Examination (MWPE). Finds that the MWPE is reliable but that responses to prompts and prompt sets differ. Shows that differences arising in performance on prompts or topics can be minimized by examining mean scores and…

Writing assessment essentially juxtaposes two elements: how "good writing" is to be defined, and how "good measurement" of that writing is to be carried out. The timed test is often used in large-scale L2 writing assessments because it is considered to provide reliable measurement. It is, however, highly inauthentic. One way of enhancing…

Designed to provide an experience as close as possible to the actual assessment, this paper presents the revised model of assessment in writing for the Michigan High School Test (HST). The revisions incorporated into the paper reflect the testing transition from the High School Proficiency Test to the HST. Session 1 looks at how well students can…

Sensing an urgency among faculty and administrators to design writing assessment programs, this book presents a programmatic approach to writing assessment that combines holistic scoring with a programmatic emphasis and on-going program evaluation. The program described in the book was successfully conducted with rising juniors at a rural…

Writing teachers and educators can add to information from large-scale testing and teachers can strengthen classroom assessment by creating a tight fit between large-scale testing and classroom assessment. Across the years, large-scale testing programs have struggled with a difficult problem: how to evaluate student writing reliably and…