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ERIC Number: ED558856
Record Type: Non-Journal
Publication Date: 2013
Pages: 89
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-8212-6
ISSN: N/A
Examining Secondary Writing: Curriculum-Based Measures and Six Traits
Havlin, Patricia J.
ProQuest LLC, D.Ed. Dissertation, University of Oregon
Writing assessments have taken two primary forms in the past two decades: direct and indirect. Irrespective of type, either form needs to be anchored to making decisions in the classroom and predicting performance on high-stakes tests, particularly in a high-stakes environment with serious consequences. In this study, 11th-grade students were given a classroom assessment in which they had 1 minute to think and 3 minutes to write. Student work was scored for correct word sequence (CWS), total words written (TWW), and correct minus incorrect word sequence (CIWS). Students were also given a high-stakes state test to determine eligibility for graduation. This study focuses on the relation between performance on the classroom assessment and the state tests, with comparisons made between the performance of students receiving special education services (SPED) and students in general education. In an age of accountability, test validity has become an increasingly complicated topic. The social consequences of assessments impact students and their educational experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 11; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A