ERIC Number: ED341992
Record Type: RIE
Publication Date: 1991-Aug
Reference Count: 0
Holistic Assessment of a High School Writing Skills Curriculum.
Thompson, Ronald W.; And Others
A study investigated a holistic approach to the assessment of students' writing skills in a high school that is part of a residential treatment program for adolescents. High school students were asked to produce spontaneous writing samples in the fall and spring of the 1990-91 school year. The students were asked to write about someone they admire, and had one class period to complete the writing samples. A total of 740 writing samples were scored by faculty members at the school using fluency, style, transitions, organization, and mechanics as criteria for scoring. Results indicated good inter-rater reliability and significant gains in writing skills for students during the year. Findings suggest that holistic scoring provided a reliable and efficient method of assigning quantitative scores to students' writing samples and that holistic assessment can be applied to classroom instruction. (Two tables of scoring criterion and data and two figures are included.) (PRA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper Presented at the Annual Meeting of the American Psychological Association (99th, San Francisco, CA, August 16-20, 1991).