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ERIC Number: ED003281
Record Type: RIE
Publication Date: 1963
Pages: 108
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
EFFECTS OF FREQUENCY OF WRITING AND INTENSITY OF TEACHER EVALUATION UPON HIGH SCHOOL STUDENTS' PERFORMANCE IN WRITTEN COMPOSITION.
ARNOLD, LOIS V.; BURTON, DWIGHT L.
THE PROBLEM OF THIS RESEARCH WAS TO INVESTIGATE THE EFFECTS OF FREQUENCY OF WRITING AND INTENSITY OF TEACHER EVALUATION UPON PERFORMANCE BY STUDENTS OF VARYING ABILITIES. THE STUDY WAS DESIGNED TO INCLUDE EIGHT 10TH-GRADE CLASSES WITH TWO TEACHERS FOLLOWING FOUR DIFFERENT APPROACHES TO INTENSITY OF TEACHER EVALUATION AND FREQUENCY OF WRITING. THESE APPROACHES WERE--(1) ONE GROUP OF STUDENTS WROTE INFREQUENTLY, WITH THEIR COMPOSITIONS RECEIVING MODERATE EVALUATION, (2) A SECOND GROUP WROTE FREQUENTLY, WITH COMPOSITIONS RECEIVING MODERATE EVALUATION, (3) A THIRD GROUP WROTE INFREQUENTLY, BUT WITH COMPOSITIONS RECEIVING INTENSIVE EVALUATION, AND (4) A FOURTH GROUP WROTE FREQUENTLY, WITH COMPOSITIONS RECEIVING INTENSIVE EVALUATION. THE STUDY WAS CONDUCTED IN TWO COMPARABLE HIGH SCHOOLS, WITH A TEACHER IN EACH SCHOOL TEACHING FOUR MATCHED GROUPS OF STUDENTS. STEP ESSAY AND STEP WRITING TESTS WERE ADMINISTERED AS PRE- AND POST-TESTS. BOTH FORMS OF THE ESSAY TESTS WERE RATED BY THREE EXPERIENCED RATERS. A COMPLEX FACTORIAL DESIGN SERVED AS A MODEL FOR THE ANALYSIS. NO MAIN EFFECTS OR INTERACTIONS WERE SIGNIFICANT AT THE .05 LEVEL. NEITHER COVARIATE WAS SIGNIFICANT AT THE .05 LEVEL FOR THE ESSAY TESTS, BUT AN ANALYSIS OF THE STEP WRITING TEST DATA REVEALED THAT THE TEACHER-SCHOOL COVARIATE WAS SIGNIFICANT. IN LIGHT OF THE FACT THAT NO SIGNIFICANT DIFFERENCES WERE FOUND TO BE ASSOCIATED WITH INTENSITY OF EVALUATION OR FREQUENCY OF WRITING, THE NEED FOR FURTHER RESEARCH IS STRESSED. (JC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Florida State Univ., Tallahassee.
Identifiers: FLORIDA; Florida (Tallahassee); Sequential Tests of Educational Progress