ERIC Number: ED452203
Record Type: Non-Journal
Publication Date: 2001-Apr
Reference Count: N/A
Accountability, Writing Assessment, and Equity: Testing a Multilevel Model.
Crislip, Marian A.; Heck, Ronald H.
The purpose of this study was to compare how learning outcomes are influenced by a number of key student composition (language background, socioeconomic status, ethnicity, and gender) and school context variables on a direct writing performance assessment. The sample was randomly selected from a population of 13,604 third graders in 175 public elementary schools in Hawaii. Students completed the Stanford Achievement Test Edition 8 (indirect writing) and the Stanford Writing Assessment Edition 1 (direct writing assessment). Students included in the sample of 3,300 had completed both the direct and indirect writing assessments. The multilevel model included student-level controls and school-level controls and the student-level variables of ethnicity, language background, socioeconomic status, and gender and the school-level variables of percent of students with limited English skills and percent of low socioeconomic status students. Results show that the set of equality variables accounted for a relatively small proportion of variance at both the student and school levels on the direct writing assessment, with only slightly more than 40% of the variance in direct writing scores attributed to student composition and school context factors. Findings suggest that direct writing assessment appeared to have measured a more diverse set of skills and to yield scores that were less affected by variables that were outside the school's control. Implications for performance assessment are discussed. (Contains 2 tables and 60 references.) (SLD)
Descriptors: Accountability, Elementary Education, Elementary School Students, Equal Education, Ethnicity, Institutional Characteristics, Language Proficiency, Learning, Outcomes of Education, Performance Based Assessment, Sex Differences, Socioeconomic Status, Student Characteristics, Writing Evaluation, Writing Tests
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Stanford Achievement Tests