The negative impact of testing writing skills

Educational Leadership

Volumn 62, Issue 2, 2004, Pages 76-79

  Thomas, Paul ^a  

^a FURMAN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 7944228255     PISSN: 00131784     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (13)

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2. Brozo, W. G., & Hargis, C. (2003). Using low-stakes reading assessment. Educational Leadership, 61(3), 60-64.
3. Coles, G. (2000). Misreading reading: The bad science that hurts children. Portsmouth, NH: Heinemann.
4. Freedman, S. W. (1995). Exam-based reform stifles student writing in the U.K. Educational Leadership, 52(6), 26-29.
5. Hillocks, G., Jr. (2003). Fighting back: Assessing the assessments. English Journal, 2(4), 63-70.
6. Kohn, A. (2000). The case against standardized testing: Raising the scores, ruining the schools. Portsmouth, NH: Heinemann.
7. Mabry, L. (1999). Writing to the rubric: Lingering effects of traditional standardized testing on direct writing assessment. Phi Delta Kappan, 80(9), 673-679.
8. National Center for Education Statistics. (2002). Writing 2002 major results [online]. Available: http://nces.ed.gov/nationsreportcard/writing/ results2002
9. National Commission on Writing in America's Schools and Colleges. (2003). The neglected "R": The need for a writing revolution. New York: College Board. Available: www.writingcommission.org
10. Popham, W. J. (2001). Teaching to the test? Educational Leadership, 58(6), 16-20.
11. Popham, W. J. (2003). Test better, teach better: The instructional role of assessment. Alexandria, VA: ASCD.
12. Weaver, C. (1996). Teaching grammar in context. Portsmouth, NH: Heinemann.
13. Williams, J. M. (1990). Style: Toward clarity and grace. Chicago: University of Chicago Press.