A COMPARISON OF PROCEDURES TO ASSESS WRITTEN LANGUAGE SKILLS AT GRADES 4, 7, AND 10

A COMPARISON OF PROCEDURES TO ASSESS WRITTEN LANGUAGE SKILLS AT GRADES 4, 7, AND 10

Scores on a multiple-choice language test involving recognition of language errors were related to those on writing samples, scored atomistically for the same language errors and holistically for communicative effectiveness as well as correctness. Samples studied consisted of 83, 40, and 94 students...

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Bibliographic Details
Published in:Journal of educational measurement Vol. 19; no. 1; pp. 37 - 47
Main Authors: MOSS, PAMELA A., COLE, NANCY S., KHAMPALIKIT, CHOOSAK
Format: Journal Article
Language:English
Published: Oxford, UK Blackwell Publishing Ltd 01-04-1982
National Council on Measurement in Education
Subjects:
Atoms
Grade 10
Grade 4
Grade 7
Grade levels
Orthographies
Writing assignments
Writing exercises
Writing instruction
Writing tests
Online Access:Get full text
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Summary:Scores on a multiple-choice language test involving recognition of language errors were related to those on writing samples, scored atomistically for the same language errors and holistically for communicative effectiveness as well as correctness. Samples studied consisted of 83, 40, and 94 students at grades 4, 7, and 10, respectively. The results showed higher correlations for the language test and the atomistic scores than for the language test and the holistic scores, as expected, and lower correlations for the lower grade level. Results suggest the need for clear limits in generalizing from one assessment to others.
Bibliography:istex:B743D3CAF62A61E32EB98094BDE5C07E6F92A2AE
ark:/67375/WNG-S4XJVCMQ-C
ArticleID:JEDM37
The authors gratefully acknowledge the assistance of Janice Chappell of the Greene County, Ohio Schools, who helped in collecting the data for this study, Karen Hjelmervik, who prepared scoring guides and trained readers for the holistic scoring, and Anthony J. Nitko, Miriam H. Godshalk, and Donald E. Powers, who provided many valuable substantive and editorial suggestions for the paper.
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:0022-0655
1745-3984
DOI:10.1111/j.1745-3984.1982.tb00113.x