Basic Writing Placement with Holistically Scored Essays: Research Evidence

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. T...

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Veröffentlicht in:	Journal of developmental education 2004-10, Vol.28 (1), p.2-34
Hauptverfasser:	Matzen, Richard N., Hoyt, Jeff E.
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Aptitude Aptitude Tests Basic writing College Entrance Examinations College Faculty Compasses Composition Computer Assisted Testing Curricula Educational evaluation English language English teachers Entrance examinations Essay Tests Essays Full time students High School Graduates Minority Groups Multiple Choice Tests Placement Tests Questionnaires Reading Tests SAT SAT assessment Scholastic Aptitude Test Scores Standardized Tests Student Placement Writing Writing instruction Writing skills Writing teachers Writing Tests Written composition
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Beschreibung
Zusammenfassung:	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.
ISSN:	0894-3907