Contrasting Ways To Appraise Improvement in a Writing Course: Paired Comparison and Holistic.

Autor/in	Haswell, Richard H.
Titel	Contrasting Ways To Appraise Improvement in a Writing Course: Paired Comparison and Holistic.
Quelle	(1988), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College English; Evaluation Methods; Freshman Composition; Higher Education; Holistic Evaluation; Scoring; Testing Problems; Writing (Composition); Writing Evaluation; Writing Research + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Holistische Methode; Bewertung; Schreibübung; Schreibforschung
Abstract	To compare the different images of writing that different assessment methods produce, a study examined two formal writing assessments--holistic and the specially developed intra-subject paired comparison method (IPC)--of pre/post university freshman composition-course writing. The samples of writing were unrehearsed, 50 minute, in-class essays. Forty students were randomly selected from freshman composition courses to write on pre/post switched topics. Essays were evaluated by both IPC and holistic methods. IPC differs from holistic evaluation by making an analytical evaluation of two essays written by the same student (one early and one late in the course), comparing separate writing subskills (ideas, support, organization, diction, syntax, mechanics, and overall quality). Findings indicated that holistic evaluation was more costly (44 rater-hours as opposed to 33 for the IPC) and time-consuming. Both methods seemed equally sensitive in detecting overall improvement. However, the IPC method recorded more individual improvement because it rated subskills separately. (Six figures and one table of data are included.) (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC