ERIC Number: ED229768
Record Type: RIE
Publication Date: 1983-Mar
Reference Count: 0
Student Writing: Some Notes on Definition and Measurement.
The first task of the International Association for the Evaluation of Educational Achievement's International Study of Written Composition was to conceptualize the writing domain by determining the most significant parameters that have to be taken into account in all writing situations. A model was developed that used the level of cognitive processing as one dimension and the purposes of writing as the other. The dependent measure, "student writing activities," was divided into two related parts: writing competence and writing preference. Three populations were tested and subjects were asked to participate in nine writing tasks: pragmatic information, summary, retelling a story, descriptive composition, personal story, argumentative/persuasive, personal/reflective, open composition to pictorial stimuli, and a letter of advice. Compositions were scored in terms of general and detailed impressions. A small-scale pilot study in which native language experts from nine countries rated argumentative and reflective compositions showed a high agreement on all the rating categories (based on competence in generating and organizing ideas; applying appropriate style and tone; using appropriate grammatical, lexical, and spelling conventions; and producing a legible text). This, together with the fact that the raters were able to communicate with relative ease using the categories, suggested that the categories of writing competence were familiar and appropriate in various parts of the world. Writing preference, determined by self-reporting techniques and descriptive analysis of students' compositions, was also found to be a variable worthy of consideration in developing a system for assessing student writing activities. (HOD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (34th, Detroit, MI, March 17-19, 1983). Some charts may not reproduce well due to small print.