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ERIC Number: ED346466
Record Type: Non-Journal
Publication Date: 1992-Mar
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Large-Scale Writing Assessment: Methods, Accommodations and Reliability.
Coon, Anne C.
Every year approximately 1,300 first-year students at the Rochester Institute of Technology complete a 50-minute placement essay during summer and fall orientations. The essays are scored holistically, and the students are placed into one of three levels of an English composition course. At the end of the 10-week quarter of instruction, students take an exit exam which is rated as either "passing" or "incomplete." International students take the same placement exams, but their essays are graded by instructors knowledgeable in English as a Second Language. The results are used for placement in English composition and for referrals into second language instruction. Learning disabled students are allowed to take their exams in the most appropriate environment and may use a word processor. Deaf or hearing impaired students (approximately 293 undergraduates in academic year 1991-92, once they are placed into English composition, have the option of enrolling in a section restricted to deaf students, or taking the course with hearing students and using the services of an interpreter and notetaker. In 1990, placement and exit exams of 120 randomly-selected freshmen were holistically and anonymously scored. Results indicated that: (1) the majority of students demonstrated improved writing skills after the course; (2) placement and exit tests can be accepted as valid; and (3) the holistic exams used can be considered reliable. (RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A