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ERIC Number: ED421698
Record Type: Non-Journal
Publication Date: 1998-Apr-2
Pages: 23
Abstractor: N/A
Reference Count: N/A
Standardization, Diversity, and Teacher Evaluation of Writing.
Pounds, Buzz R.
A study examined whether or not the composition faculty at the University of Northern Iowa agreed on criteria for evaluating student writing and to what extent they would give similar scores even if their criteria did not agree. Using 15 sample student papers written for the Writing Competency Examination (WCE), the scores given by current writing faculty using a 4-point holistic scale in addition to one 3x5 index card's worth of comments were analyzed. Results indicated that scores reflected a strong tendency toward the middle range. Statistical analysis on the subgroups revealed that of several factors the most significant was the relationship of scores to whether or not the rater made more content or form comments, followed by percentage of positive comments and teaching classification. Findings suggest that since significant differences were not found among the subgroups, standards are not sacrificed in spite of the current practice which reflects a more diverse and possibly less experienced group of teachers. The study suggests that: (1) the current system produces scores which tend toward the average with few highs and fewer lows; (2) no standardization of criteria exists among teachers of the College Reading and Writing (CRW) course; and (3) the university is served by promoting academic freedom for all teachers of first-year composition. (Contains 7 tables of data and 28 references; various sample forms--a recruitment letter for the study, a demographic information questionnaire, and two additional tables of data--are appended.) (CR)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A