Effects of Composition Mode and Self-Perceived Computer Skills on Essay Scores of Sixth Graders
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| Title: | Effects of Composition Mode and Self-Perceived Computer Skills on Essay Scores of Sixth Graders |
|---|---|
| Language: | English |
| Authors: | Burke, Jennifer N., Cizek, Gregory J. |
| Source: | Assessing Writing. 2006 11(3):148-166. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Elementary Secondary Education Grade 6 |
| Descriptors: | Computer Assisted Testing, High Stakes Tests, Writing Processes, Grade 6, Writing Skills, Computer Literacy, Writing Evaluation, Word Processing, Questionnaires, Scores, Educational Assessment, Essay Tests, Essays, Process Approach (Writing), Test Construction, Educational Technology |
| DOI: | 10.1016/j.asw.2006.11.003 |
| ISSN: | 1075-2935 |
| Abstract: | This study was conducted to gather evidence regarding effects of the mode of writing (handwritten vs. word-processed) on compositional quality in a sample of sixth grade students. Questionnaire data and essay scores were gathered to examine the effect of composition mode on essay scores of students of differing computer skill levels. The study was replicated across two writing prompts; essays were assessed on six elements of writing on which a Writing Process Model theoretical framework predicted differences across modes. Statistically significant effects for mode and computer skills were found for some essay elements, although no statistically significant effects were found for others. These results were inconsistent across writing prompts. With the surge in high-stakes testing in American schools and with increasingly more importance being placed on writing skills in many areas, it is critical that test developers ensure that the composition mode of these tests is not putting certain students at a disadvantage. Accordingly, this article concludes with implications for writing instruction and assessment. (Contains 3 figures and 8 tables.) |
| Abstractor: | As Provided |
| What Works Clearinghouse (WWC) Reviewed: | Does Not Meet Evidence Standards |
| WWC Study Page: | http://ies.ed.gov/ncee/wwc/study/74413 |
| EIS Cited: | ED533112 |
| Entry Date: | 2008 |
| Accession Number: | EJ800665 |
| Database: | ERIC |
| Abstract: | This study was conducted to gather evidence regarding effects of the mode of writing (handwritten vs. word-processed) on compositional quality in a sample of sixth grade students. Questionnaire data and essay scores were gathered to examine the effect of composition mode on essay scores of students of differing computer skill levels. The study was replicated across two writing prompts; essays were assessed on six elements of writing on which a Writing Process Model theoretical framework predicted differences across modes. Statistically significant effects for mode and computer skills were found for some essay elements, although no statistically significant effects were found for others. These results were inconsistent across writing prompts. With the surge in high-stakes testing in American schools and with increasingly more importance being placed on writing skills in many areas, it is critical that test developers ensure that the composition mode of these tests is not putting certain students at a disadvantage. Accordingly, this article concludes with implications for writing instruction and assessment. (Contains 3 figures and 8 tables.) |
|---|---|
| ISSN: | 1075-2935 |
| DOI: | 10.1016/j.asw.2006.11.003 |
