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Assessing students' skills at writing analytically in response to texts

Correnti, R and Matsumura, LC and Hamilton, L and Wang, E (2014) Assessing students' skills at writing analytically in response to texts. Elementary School Journal, 114 (2). 142 - 177. ISSN 0013-5984

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Abstract

Despite the importance of writing analytically in response to texts, there are few assessments measuring students' mastery of this skill. This manuscript describes the development of a response-to-text assessment (RTA) intended for use in research. In a subsequent validity investigation we examined whether the RTA distinguished among classrooms in students' ability to write analytically in response to text and whether measures of teaching predicted this variation. We demonstrate that the RTA was correlated with the state standardized assessment, but did not overlap with this accountability test completely and, additionally, that more variation between classrooms existed on the RTA. Students' opportunities for reasoning and extended writing in the classroom were significantly associated with RTA scores. The findings suggest that the RTA can be a valuable tool for conducting research on students' attainment of analytic writing skills and for understanding how teaching relates to student achievement on these skills. © 2013 by The University of Chicago. All rights reserved.


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Details

Item Type: Article
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Correnti, Rrcorrent@pitt.eduRCORRENT0000-0002-6656-0567
Matsumura, LClclare@pitt.eduLCLARE
Hamilton, L
Wang, E
Date: 1 January 2014
Date Type: Publication
Journal or Publication Title: Elementary School Journal
Volume: 114
Number: 2
Page Range: 142 - 177
DOI or Unique Handle: 10.1086/671936
Schools and Programs: School of Education > Learning Sciences and Policy
Refereed: Yes
ISSN: 0013-5984
Date Deposited: 08 Oct 2015 16:31
Last Modified: 17 May 2020 18:55
URI: http://d-scholarship.pitt.edu/id/eprint/26180

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