Global ETD Search

1	The Effects of Handwriting, Spelling, and T-Units on Holistic Scoring with Implications for Dysgraphia Hooten, Regina 2009 December 1900 (has links) This study examined the relationship of holistic scoring with handwriting legibility, spelling accuracy and number of T-units within compositions written by children in grades 3 through 6 using path analysis. A sample of 223 compositions was rated for handwriting legibility and composition quality, and coded for number of T-units and percentage of accurately spelled words. Number of T-units was consistently the strongest predictor of holistic scoring across the four grade levels. Handwriting legibility and spelling accuracy yielded varying results in different grade levels. dysgraphia handwriting T-units spelling holistic scoring compositions path analysis
2	The Effects of Handwriting, Spelling, and T-Units on Holistic Scoring with Implications for Dysgraphia Hooten, Regina 2009 December 1900 (has links) This study examined the relationship of holistic scoring with handwriting legibility, spelling accuracy and number of T-units within compositions written by children in grades 3 through 6 using path analysis. A sample of 223 compositions was rated for handwriting legibility and composition quality, and coded for number of T-units and percentage of accurately spelled words. Number of T-units was consistently the strongest predictor of holistic scoring across the four grade levels. Handwriting legibility and spelling accuracy yielded varying results in different grade levels. dysgraphia handwriting T-units spelling holistic scoring compositions path analysis
3	A Study Of An Attempt To Improve The Reliability Of Teachers' Holistic Scores Of Elementary Writing Through In-house Profess Farmer, Lisa 01 January 2008 (has links) This study evaluated the effectiveness of a school-based training that attempted to improve the reliability of holistic scores teachers assigned to the writings of elementary school students. Seventeen teachers at one suburban elementary school located in the Southeastern United States participated in three training sessions that allowed for scoring practice and group discussions. The trainers, or presenters, were "faculty-experts." A comparison of scores the participants assigned to students' writings before and after the training was conducted. The analyses included t-tests that compared the participants' mean scores to the scores assigned by raters from the state, a within-group analysis of reliability as measured by Cronbach's Alpha, and percentage agreement analyses. The results suggested that the in-house training activities promoted higher inter-rater reliability of scores assigned to students' writings by the teachers in this study. This study also compared teachers identified as being highly confident writers with teachers who reported low levels of self-confidence related to writing. Prior to the training, the highly confident teachers' scores tended to be lower than the state scores and the scores assigned by their less confident peers. During group discussions, however, the "high-confidence" group was just as likely to change their scores to a higher level as to a lower level, and by the end of the training, both groups demonstrated more consistent score patterns. teacher training elementary writing holistic scoring teacher efficacy Curriculum and Instruction Education
4	Godkänd i svenska? : Bedömning och analys av gymnasieelevers texter / Passing Swedish? : Assessment and Analysis of Upper-Secondary Student Texts Östlund-Stjärnegårdh, Eva January 2002 (has links) This thesis deals with the assessment of school texts by students in Swedish upper-secondary school or in the corresponding adult education and concentrates on what differs between the grades Pass and Fail. The 60 texts used in the survey come from the 1997 archives of the national test construction group. A questionnaire to teachers asks what criteria are most important when distinguishing between Pass and Fail. The five criteria pointed out are Holistic scoring, Relevant content, The connecting thought, Sentence structure and How the student has followed the instructions. The most salient result regarding grades is the difference between grades from the students’ own teachers and from the independent assessors. Ten texts have received a Fail from the student’s own teacher, but as many as 35 get an average Fail from three assessors. There is variation in assessment, but 18 Fail texts and 18 Pass texts get a unanimous grade. Quantitative analyses of the 60 texts show a definite correlation between grade and number of words. However, the Fail-groups among narrative, expository and argumentative texts contain both the shortest and the longest texts. School texts are longer now than thirty years ago, especially texts with low grades. Sentences and words have become shorter. Coherence is investigated by a method of reference cohesion. No clear difference between Pass and Fail texts can be found, but between types of essay topics. Also important is the organization of the text and its paragraphs, a factor which separates Fail and Pass texts. Various aspects of sentence structure show better results in the Pass texts. The thesis is concluded with a commentary on the demands of the last compulsory course in Swedish. The needed level is argued to be the ability to write for an unknown reader. Scandinavian languages - general Upper-secondary school school texts grades assessment Swedish national tests writing manipulated texts sentence structure holistic scoring Nordiska språk - allmänt Gymnasieskola elevtext betyg bedömning svenska nationella prov skrivande manipulerade texter meningsbyggnad helhetsbedömning Scandinavian languages Nordiska språk

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