Assessing Writing in Elementary Schools: Moving Away From a Focus on Mechanics
Abstract
Many students struggle with writing; however, curriculum-based measures (CBM) of writing often use assessment criteria that focus primarily on mechanics. When academic development is assessed in this way, more complex aspects of a student's writing, such as the expression and development of ideas, may be neglected. The current study was a preliminary analysis of viability of the words per thought unit (T-unit) as an alternative to traditional approaches to writing assessment. Participants included 167 children enrolled in the fourth and fifth grade, ages 9-11, in a rural southeastern U.S. school district. Writing samples were collected in three probes across the school year (fall, winter, and spring) and analyzed by using a variety of measures. Words per T-unit were positively linearly correlated with other measures of literary proficiency. A repeated measures analysis of variance (ANOVA) assessed growth in writing across time and grade. Results indicated a statistically significant time effect within subjects for words per T-unit across grades. Thus, the analysis of words per T-unit yielded promising results as an efficient means of measuring writing skills independently of mechanics.
Publication Title
Language Assessment Quarterly
Recommended Citation
Casey, L., Miller, N., Stockton, M., & Justice, W. (2016). Assessing Writing in Elementary Schools: Moving Away From a Focus on Mechanics. Language Assessment Quarterly, 13 (1), 42-54. https://doi.org/10.1080/15434303.2015.1136311
