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A CHAID Analysis of a Diagnostic Writing Sample as a Placement Tool for Freshman Composition.

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Title: A CHAID Analysis of a Diagnostic Writing Sample as a Placement Tool for Freshman Composition.
Language: English
Authors: Burley, Hansel
Peer Reviewed: N
Page Count: 34
Publication Date: 1996
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Basic Writing, Community Colleges, Freshman Composition, Grading, Higher Education, Open Enrollment, Statistical Analysis, Student Evaluation, Student Placement, Writing Evaluation, Writing Research, Writing Skills, Writing Tests
Geographic Terms: Texas
Abstract: Proper placement of students into either remedial writing or Composition I can be crucial to their success in higher education. Using a database of nearly 6,000 students who entered an open admissions community college in Texas, the researchers attempted to discover the best predictor of student success in Composition I. For students who took a locally scored entry/placement test, the best predictor of success in Composition I was the reading portion of the test, not the writing portion. For students taking a statewide test, the best predictor was the writing portion of that test. For students taking both the local and the statewide test, the best predictor of Composition I performance was passing or failing the writing portion of the statewide test. The researchers concluded that the major differences between the 2 groups had to be the grading practices of the locally administered test. The researchers recommend that the community college emulate the grading procedures used by the administrators of the statewide test and/or writing assessment theorists, like E. M. White, who maintain that holistic scoring, with all its notations, is the most successful method of scoring writing in quantity that is now available. He recommends the use of 6 procedures: (1) controlled essay reading; (2) a scoring criteria guide; (3) anchor papers; (4) checks of reading in progress; (5) multiple independent scoring; and (6) evaluation and record keeping. (Contains 3 tables of data and 3 figures.) (Author/(TB)
Entry Date: 1996
Accession Number: ED395312
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED395312
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  Label: Title
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  Data: A CHAID Analysis of a Diagnostic Writing Sample as a Placement Tool for Freshman Composition.
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Burley%2C+Hansel%22">Burley, Hansel</searchLink>
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 34
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1996
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research<br />Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Basic+Writing%22">Basic Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Colleges%22">Community Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Freshman+Composition%22">Freshman Composition</searchLink><br /><searchLink fieldCode="DE" term="%22Grading%22">Grading</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Open+Enrollment%22">Open Enrollment</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Placement%22">Student Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Research%22">Writing Research</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Tests%22">Writing Tests</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Proper placement of students into either remedial writing or Composition I can be crucial to their success in higher education. Using a database of nearly 6,000 students who entered an open admissions community college in Texas, the researchers attempted to discover the best predictor of student success in Composition I. For students who took a locally scored entry/placement test, the best predictor of success in Composition I was the reading portion of the test, not the writing portion. For students taking a statewide test, the best predictor was the writing portion of that test. For students taking both the local and the statewide test, the best predictor of Composition I performance was passing or failing the writing portion of the statewide test. The researchers concluded that the major differences between the 2 groups had to be the grading practices of the locally administered test. The researchers recommend that the community college emulate the grading procedures used by the administrators of the statewide test and/or writing assessment theorists, like E. M. White, who maintain that holistic scoring, with all its notations, is the most successful method of scoring writing in quantity that is now available. He recommends the use of 6 procedures: (1) controlled essay reading; (2) a scoring criteria guide; (3) anchor papers; (4) checks of reading in progress; (5) multiple independent scoring; and (6) evaluation and record keeping. (Contains 3 tables of data and 3 figures.) (Author/(TB)
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  Label: Entry Date
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  Data: 1996
– Name: AN
  Label: Accession Number
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  Data: ED395312
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 34
    Subjects:
      – SubjectFull: Basic Writing
        Type: general
      – SubjectFull: Community Colleges
        Type: general
      – SubjectFull: Freshman Composition
        Type: general
      – SubjectFull: Grading
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Open Enrollment
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Student Placement
        Type: general
      – SubjectFull: Writing Evaluation
        Type: general
      – SubjectFull: Writing Research
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Writing Tests
        Type: general
      – SubjectFull: Texas
        Type: general
    Titles:
      – TitleFull: A CHAID Analysis of a Diagnostic Writing Sample as a Placement Tool for Freshman Composition.
        Type: main
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          Name:
            NameFull: Burley, Hansel
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          Dates:
            – D: 27
              M: 01
              Type: published
              Y: 1996
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