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Effect of performance assessment lists on the quality of students' timed writing

Koppel, Charles Eric. author ;Horowitz, Steven W. thesis adviser

1996

Available at Central Connecticut State University  CCSU Theses/Dissertations Stack 6  (Thesis 1424 )()

  • Title:
    Effect of performance assessment lists on the quality of students' timed writing
  • Author/Creator: Koppel, Charles Eric. author
  • Horowitz, Steven W. thesis adviser; Central Connecticut State University. Department of Psychology.
  • Creation Date: 1996
  • Language: English
  • Physical Description: 23, [7] leaves : samples ; 29 cm.; paper 29 cm. ink typescript.
  • Bibliography: Includes bibliographical references (leaves 22-23).
  • Subjects: Competency-based education; Language arts (Elementary)
  • Description: The purpose of this study was to examine the effect of performance assessment lists on the quality of students' timed writing. For the purposes of this experiment, a performance assessment list refers to a list of criterion on which students' writing is judged. A dearth of research exists regarding the effect of performance assessment lists on students' short-term writing assignments. However, research indicates that the use of such lists improves the quality of students' writing over a long-term period. Consequently, it was hypothesized that the fourth grade students in an assessment list group would have written narratives of higher quality (judged on the inclusion of such elements as specific details, organization, and fluency) as compared to students in a control group. Results failed to support this hypothesis. Though the mean score of the experimental group was higher, there was not a significant difference between the mean scores of both groups. Results indicate that future research needs to employ a larger sample size and various grade levels to supplement previous studies in the area of student writing and performance assessment.
  • Notes: Includes bibliographical references (leaves 22-23).
  • Degree Granted: M.S. Central Connecticut State University 1996.
  • OCLC Number: 36134519