Toward the instructional utility of large-scale writing assessment: Validation of a new narrative rubric

Assessing Writing

Volumn 2, Issue 2, 1995, Pages 207-242

  Gearhart, Maryl ^a   Herman, Joan L ^a   Novak, John R ^a   Wolf, Shelby A ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0010779177     PISSN: 10752935     EISSN: None     Source Type: Journal    
DOI: 10.1016/1075-2935(95)90013-6     Document Type: Article

References (53)

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6. Maintaining a portfolio-based writing assessment: Research that informs program development
7. Will the virtues of portfolios blind us to their potential dangers?
8. Evaluating writing: Linking large-scale assessment testing and classroom assessment
9. Portfolio assessment: Whose work is it? Issues in the use of classroom assignments for accountability
10. Writing portfolios at the elementary level: A study of methods for writing assessment
11. Engaging teachers in assessment of their students' writing: The role of subject matter knowledge
12. Engaging teachers in assessment of their students' narrative writing: Impact on teachers' knowledge and practice
13. Adventuring into writing assessment
14. Assessing writing portfolios Issues in the validity and meaning of scores
15. Effects of standardized testing on teachers and learning: Another look
16. Portfolio research: A slim collection
17. Vermont's portfolio-based writing assessment program: A brief history
18. The literature of direct writing assessment Major concerns and prevailing trends
19. Reliability validity and holistic scoring What we know and what we need to know
20. The influence of holistic scoring procedures on reading and rating student essays
21. Beyond the classroom: Using portfolios to assess writing
22. Using student portfolios for a public accounting
23. Validity of test interpretation and use
24. Portfolios capture a rich array of student performance
25. Portfolios accountability and an interpretive approach to validity
26. Validity in high stakes writing assessment
27. Portfolios and curriculum reform: Patterns in practice
28. Putting performance assessment to the test
29. On the New Standards Project: A conversation with Lauren Resnick and Warren Simmons
30. Cross-scorer and cross-method comparability and distribution of judgments of student math, reading, and writing performance: Results from the New Standards Project Big Sky scoring conference
31. Kentucky writing and math portfolios
32. Will national tests improve student learning?
33. Assessment as the catalyst of school reform
34. Put to the test The effects of external testing on teachers
35. The New Standards Project and English Language Arts Portfolio: A Report on process and progress
36. Portfolios as an assessment concept
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38. Assessment: Authenticity, context, and validity
39. The constant danger of sacrificing validity to reliability: Making writing assessment serve writers
40. The worship of efficiency: Untangling theoretical and practical considerations in writing assessment
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42. To use their minds well: Investigating new forms of student assessment
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44. Writing What You Read. A guidebook for the assessment of children's narratives
45. Writing What You Read: A framework for narrative assessment
46. Engaging teachers in assessment of their students' narrative writing: Patterns of impact and implications for professional development