ERIC Number: ED326566
Record Type: Non-Journal
Publication Date: 1990
Reference Count: N/A
Evaluation Issues Related to Writing Skills of College Educated Professionals.
Bauer, Robert K.; Shlechter, Theodore M.
This study addressed the writing of college educated officers compared to their overall performance in an introductory Army course. The effects of an effective writing (communicative skills) program and a remedial enrichment program were also examined. A total of 137 U.S. Army lieutenants, who were students in the 15-week Military Police Officer Basic Course during January through June of 1987, completed both indirect and direct measures of writing skills. The indirect measure was the Test of Standard Written English (TSWE), and the direct measures consisted of six different written exercises. Officers scoring a scaled score of 40 or above on the TSWE were sorted into groups of active and reserve component officers and then were randomly assigned to two experimental groups. All officers scoring below a scaled score of 40 had to take the enrichment program. Ninety-eight of the students were placed in the writing enrichment program. The enrichment program significantly improved the writing skills of officers with initially deficient skills. However, the enrichment program improved neither the writing skills of officers initially scoring higher on the initial indirect measure nor their performance in the overall course. There was a significant relationship between the indirect and direct assessment techniques. The indirect assessments provided a statistically significant predictive measure of overall course averages. The results support the usefulness of remedial writing programs with indirect tests of writing performance; effective writing programs would significantly improve the productivity of college educated professionals. Four data tables, a 29-item list of references, and the communicative skills grade sheet are included. (RLC)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A