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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
FullText Text:
  Availability: 0
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IllustrationInfo
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  Data: Effects of Composition Mode and Self-Perceived Computer Skills on Essay Scores of Sixth Graders
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  Data: <searchLink fieldCode="AR" term="%22Burke%2C+Jennifer+N%2E%22">Burke, Jennifer N.</searchLink><br /><searchLink fieldCode="AR" term="%22Cizek%2C+Gregory+J%2E%22">Cizek, Gregory J.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Assessing+Writing%22"><i>Assessing Writing</i></searchLink>. 2006 11(3):148-166.
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  Data: 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
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  Data: Y
– Name: Pages
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  Data: 19
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  Data: 2006
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22High+Stakes+Tests%22">High Stakes Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Processes%22">Writing Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Literacy%22">Computer Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Processing%22">Word Processing</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Essay+Tests%22">Essay Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Essays%22">Essays</searchLink><br /><searchLink fieldCode="DE" term="%22Process+Approach+%28Writing%29%22">Process Approach (Writing)</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink>
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  Data: 10.1016/j.asw.2006.11.003
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  Data: 1075-2935
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.)
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  Data: As Provided
– Name: CodeSource
  Label: What Works Clearinghouse (WWC) Reviewed
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  Data: Does Not Meet Evidence Standards
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  Data: <link linkTarget="URL" linkTerm="http://ies.ed.gov/ncee/wwc/study/74413" linkWindow="_blank">http://ies.ed.gov/ncee/wwc/study/74413</link>
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  Data: 2008
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  Data: EJ800665
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      – SubjectFull: Computer Assisted Testing
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      – SubjectFull: High Stakes Tests
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      – SubjectFull: Writing Processes
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      – TitleFull: Effects of Composition Mode and Self-Perceived Computer Skills on Essay Scores of Sixth Graders
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