ERIC Number: ED202888
Record Type: RIE
Publication Date: 1981-Apr-17
Neglected Areas in Evaluating Writing Performance.
Keech, Catharine Lucas
The heavy concentration of time and funds to measure writing performance is the major reason other areas deserving scrutiny are so often neglected by evaluators. Three failings typical of the field of writing assessment as it is conducted for the purpose of program evaluation are: (1) a failure to view writing as a multiple construct; (2) a failure to treat writing as a process; and (3) a failure to get the most or the best information from writing samples. Each of these failings is briefly discussed. Among other things, a good writing program may change the way a student uses his writing time, helping the student begin sooner, devote more time "in toto", apply invention strategies, revise at a deep rather than merely a surface level, and proofread with greater awareness of the audience's needs. The natural irregularity of performance during development as new skills are being acquired is familiar to cognitive psychologists, but evaluators of writing programs have not typically learned how to take into account the fact that a student may score high on specific criteria during the pre-test, and score low on the same criteria during the post-test. (RL)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (65th, Los Angeles, CA, April 13-17, 1981).