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ERIC Number: ED249507
Record Type: RIE
Publication Date: 1982-Dec-12
Pages: 54
Abstractor: N/A
Reference Count: 0
Writing a Writing Assessment: Saying What You Want to Say Isn't as Simple as It Seems.
Escoe, Adrienne
Since acceptable writing is essential to success in job training programs and in many entry-level jobs, a writing sample was included in the Training and Employment Prerequisites Survey, a multiple-choice test about skills like mechanics, usage, and spelling. The two writing prompts asked students to give directions for finding a location in a school building (Form A) and to compose a business letter that requests adjustment of an order (Form B). The scoring criteria for Form A were as follows: (1) submits scorable sample, (2) includes important information about direction of movement, (3) includes critical information about features along the way, (4) writes directions in logical order, (5) uses precise language, (6) uses correct grammar and complete sentences, (7) capitalizes and punctuates correctly, and (8) spells correctly. Criteria for Form B took into consideration how well the student stated the problem and the desired course of action, used precise language, used language appropriate for a business letter, excluded unrelated sentences, used correct grammar and complete sentences, capitalized and punctuated correctly, and spelled correctly. Field tests of the two forms yielded some changes in criteria and the language of the prompts. Both writing sample assessments will be subjected to further revision based on additional experience with them. (HOD)
Publication Type: Reports - Descriptive; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA.