This article identifies language issues confounding the assessment of deaf students' English writing competence. Possible alternate methods of test administration are explored, and direction for future test development is offered. (Author/DB)

Explores ways people learn from text. Content overlap between a text and the reader's prior knowledge is identified as one factor. Methods are proposed to identify whether a text is suitable for readers with a specific background. The usefulness of coherence gaps that stimulate constructive activities is discussed. (SLD)

Advocates using writing portfolios for reasons ranging beyond traditional assessment. Shows how using writing portfolio evaluation changes the way teachers think about their roles and the ways they view students and student writing. Analyzes data in terms of teachers' changes gathered from teaching assistants initiating a portfolio system. (HB)

Advocates making large-scale writing assessment consistent with the view that writing is fundamentally about making and sharing meaning. Argues that this is possible through a writing portfolio system of assessment. Describes how such a portfolio program was begun at the University of Michigan to assess beginning students. (HB)

Discusses how a high school English teacher expanded the audiences for her students' writing by developing an advanced senior writing seminar and using portfolios, peer evaluation, and parent participation. Notes that a community formed and was held together by mutual respect. (RS)

Describes the development and teaching uses of the Gender-Specific Language Scale (GSLS), an instrument designed to assess recognition of sexist language. Results from three experiments assessing GSLS reliability and validity are presented that suggest that the GSLS measures a different construct than an essay questionnaire used in previous…

Explores the benefits of using a voice-graded writing approach, which offers instructors an opportunity to engage in virtual office critiquing of student assignments. (SR)

Education policy shapers in Vermont are engaged in a statewide innovative assessment of fourth and eighth graders' mathematics and writing progress. The portfolio assessment of mathematics uses student work to assess problem solving and communication skills using seven criteria. This article describes institutes and other training provided for…

Using results for 1,487 West German eleventh graders from the International Study of Achievement in Written Composition, problems related to interrater and intrarater reliability and generalizability of composition ratings were assessed. Results indicate that numerous writing assignments are required to assure reliability. (TJH)

This article compares the results of a linguistic analysis of 30 students' compositions with the holistic ratings of 9 independent judges. The compositions were the examination scripts of 17-year-old high school students drawn from the 2 levels of the Caribbean Examinations Council English Language examinations: General Proficiency and Basic…

Describes teaching methods and techniques found to be useful by practicing teachers, including tips for spelling instruction, grading essays, and for fostering writing skills among student writers. (HB)

Describes a study in which undergraduate college students, composition instructors, and noncomposition faculty evaluate the same student writing assignments. Reports that the three groups have very different views of what constitutes good writing. Suggests a possible need to reexamine prevailing notions of academic writing. (SG)

Outlines an assignment in which a teacher used portfolios as the basis for a final examination to give students a chance to assess their own writing and their progress. Discusses the success of the assignment and the teacher's surprise at the students' insight into their own strengths and weaknesses. (PRA)

Offers an annotated bibliography of 142 dissertations, journal articles, and documents published in 1990 and 1991. Contains material on writing, language, literature, and teacher education. (PRA)

Argues that study, research, and discussion is needed to determine more specifically how large-scale writing assessment has influenced curriculum and instruction in two-year colleges. Discusses the image of the two-year college, the intent of statewide assessment, faculty attitudes, and the lack of evidence of the impact of assessment upon…