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ERIC Number: EJ1022556
Record Type: Journal
Publication Date: 2013-Sep
Pages: 15
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0146-3934
Comparison of Effects of Cognitive Level and Quality Writing Assessment (CLAQWA) Rubric on Freshman College Student Writing
Penner, I. Suzanne
College Student Journal, v47 n3 p447-461 Sep 2013
The study investigated the effects of the Cognitive Level and Quality Writing Assessment (CLAQWA) rubric on the cognitive and writing skill growth in freshmen composition classes. The participants were enrolled at a Midwestern state university. The nonequivalent control group design used quantitative analysis with selected criteria from the CLAQWA rubric as measurements. Two independent raters graded the essays, and results confirmed a statistically significant correlation of grades on both sets of essays. Results from both raters confirmed no statistically significant differences on either type of skill score between the experimental or control group for the final essay. These results suggest that although a specific rubric enhances the learning environment, a specific rubric does not define the learning environment. Results indicated that the measurement of student outcomes, mandated by recent legislative efforts, may be accomplished through the use of a rubric, but at the same time, a specific rubric may not be a universal answer.
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/csj.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A