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ERIC Number: EJ830274
Record Type: Journal
Publication Date: 2009
Pages: 22
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1075-2935
Constructs of Writing Proficiency in US State and National Writing Assessments: Exploring Variability
Jeffery, Jill V.
Assessing Writing, v14 n1 p3-24 2009
Persistent gaps between optimistic state and pessimistic national academic performance assessment results are increasingly leading to calls for unified national standards in the US. Critics argue that these gaps reveal vast differences in how proficiency is conceptualized; however, little is known about how conceptualizations compare among large-scale US assessments. To explore this issue, the present study investigated constructs of writing proficiency implicated in 41 US state and national high school direct writing assessments by analyzing the relationships between prompt-genre demands and assessment scoring criteria. Results of this analysis suggest that national writing assessments differ as a group from state assessments in the extent to which they emphasize genre distinctions and present coherent conceptualizations of writing proficiency. The implications of these assessment variations for college preparedness are discussed. (Contains 3 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States