ERIC Number: ED204413
Record Type: Non-Journal
Publication Date: 1981-Apr
Reference Count: N/A
A Comparison of Direct and Indirect Writing Assessment Methods.
Stiggins, Richard J.
An area of current concern is that of the advantages and disadvantages of measuring writing proficiency directly via writing samples, and indirectly via objective tests. Much research has been completed documenting the correlation between direct and indirect measures. However, there had not yet been a systematic and detailed conceptual analysis and comparison of the two approaches. Such an analysis is presented in this paper. Direct and indirect writing assessment strategies are compared and contrasted in terms of the relationship each has to specific classroom decision-making situations, the components of writing assessed, practical testing matters such as user attitudes and testing costs, characteristics of test exercises, examinee response factors, test scoring and reporting procedures, and procedures for determining test quality. Conclusions are drawn regarding contexts when each approach may be useful. (Author/GK)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Northwest Regional Education Lab., Portland, OR. Clearinghouse for Applied Performance Testing.