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ERIC Number: EJ718690
Record Type: Journal
Publication Date: 2004
Pages: 12
Abstractor: Author
Reference Count: 82
ISSN: ISSN-0894-3907
Basic Writing Placement with Holistically Scored Essays: Research Evidence
Matzen, Richard N., Jr.; Hoyt, Jeff E.
Journal of Developmental Education, v28 n1 p2-4, 6, 8, 10, 12, 34 Fall 2004
Recently, the popularity of timed-essay exams has increased, becoming part of the Graduate Management Admissions Test (GMAT) in the late 1990s and now being incorporated into The College Board Scholastic Aptitude Test (SAT) in Spring of 2005 and ACT (American College Testing) test in Fall of 2004. This research evaluates the "value added" of an essay component, contrasting placement using ACT's multiple choice COMPASS (Computerized Placement Assessment Support System) writing test versus essays holistically scored by English faculty. Evidence suggests (a) that combining the timed-essay exam score with another score may improve accurate placement; (b) that the timed-essay exams, not multiple-choice tests, may be fairer for minority students; (c) and that a questionnaire creates an invaluable context when relating scores on placement tests to final grades in courses.
Journal of Developmental Education, National Center for Developmental Education, Appalachian State University, P.O. Box 32098, Boone, NC 28608-2098. Tel: 828-262-3057; Fax: 828-262-7183.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: SAT (College Admission Test)