The purpose of this study was to determine reliability estimates of authentic assessment for fourth-grade narrative and descriptive writing samples for students with and without learning disabilities. Three types of reliability estimates were established: (a) inter-rater, (b) score stability, and (c) alternate-form. The research design involved 40 teachers, trained in holistic scoring by Education Service Centers 10 and 11 in Dallas and Fort Worth, Texas, who scored 16 writing samples. Approximately 2 weeks later the teachers rescored 8 of the same writing samples. In addition to scoring the writing samples, the teachers also completed a demographic questionnaire. The writing samples, which consisted of eight narrative and eight descriptive writings, were selected based upon teachers' holistic scores and scores from 1993 writing sample of the Texas Assessment of Academic Skills. Based upon these scores, two narrative and descriptive writings of above-average, average, and below-average writings were selected. In addition, two narrative and descriptive writing samples of students with learning disabilities in written language were selected.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc278748 |
| Date | 08 1900 |
| Creators | Herron, Shelley R. (Shelley Rene) |
| Contributors | Hresko, Wayne P., Allen, Diane D., Hildreth, Bertina, Baker, David B., Kinnison, Lloyd R. |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | v, 90 leaves, Text |
| Rights | Public, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved., Herron, Shelley R. (Shelley Rene) |
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