Writing Education Academic Performance Standardized Testing Assessment Throughout the American education system, the assessment of writing skill and general academic performance through timed essay examinations has become increasingly pervasive, contributing to the determination of grades and course placements and ultimately affecting college admissions through their use in standardized tests. As Nancy Hass reports in the New York Times, the introduction of timed writing in the SAT has generated substantial public controversy, with many colleges deciding not to consider the essay scores in the admissions process.
Simple ways to assess the product An effective writing process should lead to a successful product. A writing product fulfills its communicative intent if it is of appropriate length, is logical and coherent, and has a readable format.
When various conceptual models of writing are compared side by side Isaacson, five product variables seem to emerge: The following are simple methods for assessing each product variable.
In some instances quantifiable measures are used; in others, qualitative assessments seem more appropriate. Fluency The first writing skill a teacher might assess with a beginning writer is fluency: As concepts of print and fine motor skills develop, the student should become more proficient at writing down words and sentences into compositions of gradually increasing length.
The writing assessment measure route of very young writers involves trying to understand what written language is about as they look at books, become aware of environmental print, and put pencil to paper Clay, Then children try to relate their experiences in writing using invented spelling.
As they begin to construct little stories they explore spelling patterns and develop new language patterns. Clayrecommends a simple rating scale for emerging writing skills that focuses on language level from only letters to sentences and paragraphsmessage quality, and directional principles Figure 2.
Word any recognizable word 3.
Word group any two-word phrase 4. Sentence any simple sentence 5. Punctuated story of two or more sentences 6. He has a concept of signs uses letters, invents letters, used punctuation 2. He has a concept that a message is conveyed 3. A message is copied 4.
Repetitive use of sentence patterns such as "Here is a…" 5. Attempts to record own ideas 6. No evidence of directional knowledge 2. Part of the directional pattern is known: Reversal of the directional pattern right to left and return down right 4.
Correct directional pattern 5. Correct directional pattern and spaces between words 6. Extensive text without any difficulties of arrangement and spacing of text A simple curriculum-based measure of fluency is total number of words written during a short writing assignment. When fluency is the focus, misspellings, poor word choice, and faulty punctuation are not considered.
A baseline of at least three writing samples should be collected and the total number of words counted for each. For the purpose of evaluation, this total can be compared with those of proficient writers of the same age or grade level.
A resulting IEP objective might be written like this: After a group prewriting discussion with the teacher, Daniel will write original narrative compositions of  words or more. A rough guideline for setting the criterion can be established from research reported by Deno, Mirkin, and Wesson and Parker and Tindal If the total number of words is less than 20, aim for doubling it by the end of the school year.
If the number of words is greater than 50, choose another objective. Content Content is the second factor to consider in the writing product. Is there a good beginning sentence?Student writing can be evaluated on five product factors: fluency, content, conventions, syntax, and vocabulary.
Writing samples also should be assessed across a variety of purposes for writing to give a complete picture of a student's writing performance across different text structures and genres. The study evaluated the reliability and validity of the Writing Assessment Measure (WAM), developed to reflect the skills which children of different abilities are expected to achieve in written expression, as part of the National Curriculum guidelines in England and Wales.
The interviewees were first asked about the accuracy of timed writing assessment as a measure of writing ability, where the standard for writing skill is assumed to be students’ performance in producing traditional argumentative papers.
The study evaluated the reliability and validity of the Writing Assessment Measure (WAM), developed to reflect the skills which children of different abilities are expected to achieve in written expression, as part of the National Curriculum guidelines in England and Wales.
The interviewees were first asked about the accuracy of timed writing assessment as a measure of writing ability, where the standard for writing skill is assumed to be students’ performance in producing traditional argumentative papers. Writing Assessments Assessing students’ progress as writers of information, opinion/argument and narrative on-demand texts.
This allows the tool to be used for Measures of Students Learning in high-stakes contexts. After teaching a unit in a particular kind of writing, and after the students’ revised drafts are published, the .