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Download full textWitt, Elizabeth A. – 1995
Analytic scoring was added to the 1994 Iowa Writing Assessment as a complement to focused holistic scoring. Four trait scores are provided: ideas/content, organization, voice, and conventions. Scoring protocols were developed on the basis of students' actual writing samples, with particular attention to factors affecting the fairness and…
Descriptors: Educational Assessment, Elementary Secondary Education, Holistic Evaluation, Scores
Hayes, John R.; And Others – 1996
A study examined college students' responses to writing tasks that were created by their instructors--writing tasks that constituted an important part of the instructors' course designs and that were presented to students as an integral part of the curriculum. In all, approximately 4800 independent evaluations of 796 essays were analyzed. The…
Descriptors: Alternative Assessment, College Freshmen, Freshman Composition, Grading
PDF pending restorationAlberta Dept. of Education, Edmonton. Student Evaluation Branch. – 1994
The samples of students' writing found in this document exemplify the criteria used to score students' written responses on the June 1994 Grade 9 English Language Arts Achievement Test. Representative of the full range of students' writing, the examples in the document are intended to be used as tools to assist teachers, students, and…
Descriptors: English (Second Language), Evaluation Criteria, Foreign Countries, Grade 9
Alberta Dept. of Education, Edmonton. Student Evaluation Branch. – 1997
The summary information in this report provides teachers, school administrators, students, and the general public in Alberta, Canada with an overview of results from the January 1997 administration of the English 33 Diploma Examination. The information in the report is most helpful when used in conjunction with the detailed school and jurisdiction…
Descriptors: Reader Response, Reading Achievement, Reading Comprehension, Reading Tests
Kahn, Elizabeth A.; Johannessen, Larry R. – 1986
A continuing concern of theorists in composition and rhetoric has been the problem of how to design effective writing assignments. With the recent movement in writing assessment from objective tests to writing samples, this problem has become even more important for those who produce "tests" designed to elicit writing samples. A study…
Descriptors: Audience Awareness, High Schools, Student Evaluation, Student Needs
Barrett, Thomas J. – 1994
Students at grades four and five were administered a writing assessment that was developed to correspond to the California Learning Assessment System (CLAS) writing tasks at grade four. Teachers were trained to score the CLAS-like tasks according to the rubric developed by the State for CLAS. In addition, 164 students at three schools in the…
Descriptors: Evaluation Methods, Grade 4, Intermediate Grades, Student Evaluation
Vermont State Dept. of Education, Montpelier. – 1994
The writing samples presented in this paper were selected from the portfolios of eighth-grade Vermont students as examples of the various points in Vermont's newly revised analytic writing assessment guide. The benchmark writing pieces in the paper, when used with the analytic assessment guide that begins the paper, are guideposts for assessing…
Descriptors: Evaluation Methods, Grade 8, Junior High Schools, Portfolio Assessment
Banschbach, John – 1995
Stephen Tchudi, among others, argues that the distinction between expository writing and creative writing is finally a false distinction. Louise Rosenblatt explains that whether readers are reading creative writing or expository writing, they expect the experience of reading to provide them with both information and pleasure. A corollary of these…
Descriptors: College Sophomores, Creative Writing, Expository Writing, Higher Education
Valentino, Marilyn J. – 1992
Teachers' written responses to student writing cover a wide range, and through the kind and amount of response, they convey their values, beliefs, and priorities about language and learning, about the roles of teacher and student, and about the goals of writing. Researchers have found that students respond well to comments on concepts and…
Descriptors: Discourse Communities, Grading, Higher Education, Student Evaluation
Alberta Dept. of Education, Edmonton. Student Evaluation Branch. – 1998
The summary information in this report provides teachers, school administrators, students, and the general public in Alberta, Canada with an overview of results from the June 1998 administration of the English 30 Diploma Examination. The information in the report is most helpful when used in conjunction with the detailed school and jurisdiction…
Descriptors: Foreign Countries, High Schools, Reader Response, Reading Achievement
Zhao, Heping – 1992
Victor Raskin's taxonomy of knowledge, based on semantics theory, is adapted and applied to composition in English as a Second Language (ESL). Raskin's classification of knowledge as linguistic and encyclopedic is converted to a continuum from textual to extra-contextual, with contextual knowledge situated between the two. Textual knowledge is…
Descriptors: Cultural Awareness, English (Second Language), Error Patterns, Linguistic Theory
Allen, Michael S. – 1992
A pilot project in portfolio assessment was carried out at Northwest Missouri State University by the English department for the general proficiency assessment which the administration had requested. The portfolio was designed around the central feature of the second semester composition course: the research essay. Besides the research essay, the…
Descriptors: Alternative Assessment, English Departments, Essays, Freshman Composition
Wong, Penelope A. – 1991
A semester-long, introductory, freshman composition class (24 students) engaged in fieldwork, interviews, workshopping, a literature review, an ethnography, and a final paper allowing the student to critique their experiences with the ethnographic process. The first 2 weeks were spent familiarizing students with the ethnographic process. Through…
Descriptors: Class Activities, College English, Ethnography, Freshman Composition
Alberta Dept. of Education, Edmonton. Student Evaluation Branch. – 1992
This booklet has two purposes: to illustrate and compare two important levels of expectation, or standards, set for the Alberta English 30 diploma examination writing (Satisfactory and Excellent) and to provide suggestions to help students move beyond the Satisfactory level by developing their unrealized writing potential. Sample papers from…
Descriptors: Foreign Countries, Grading, Guidelines, High School Students
Alberta Dept. of Education, Edmonton. Student Evaluation Branch. – 1992
This booklet has two purposes: to illustrate and compare two important levels of expectation, or standards, set for the Alberta (Canada) English 33 diploma examination writing ("Satisfactory" and "Excellent") and to provide suggestions to help students move beyond the Satisfactory level developing their unrealized writing…
Descriptors: Foreign Countries, Grading, Guidelines, High School Students
