When Timing Isn’t Everything: Resisting the Use of Timed Tests to Assess Writing Ability

Teaching English in the Two-Year College Mar 2008

When Timing Isn’t Everything: Resisting the Use of Timed Tests to Assess Writing Ability

Ann Del Principe ; Janine Graziano-King

Abstract

In this study, we compared self-revised essays to timed writing exams written by students in a developmental English course in a community college. Using a multiple-trait rubric, we found that self-revised essays showed greater elaboration than timed writing exams, and that elaboration and focus correlated only for self-revised essays. We argue, based on these findings and on theoretical grounds, for further exploration of the self-revised essay as an authentic portrait of student writing ability.

Journal: Teaching English in the Two-Year College
Published: 2008-03-01
DOI: 10.58680/tetyc20086547
Open Access: Closed
Topics: two-year college assessment

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