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Related Experiment Videos

Writing performance assessments: how important is extended time?

Lindy Crawford1, Robert Helwig, Gerald Tindal

  • 1College of Education COH6, University of Colorado-Colorado Springs, CO 80933-7150, USA. mcrawfor@uccs.edu

Journal of Learning Disabilities
|October 21, 2004
PubMed
Summary

Fifth graders, especially those in special education, showed improved writing performance on a 3-day assessment compared to a 30-minute one. Eighth graders saw no difference in writing scores based on assessment length.

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Area of Science:

  • Educational Psychology
  • Writing Assessment
  • Student Performance

Background:

  • Writing assessments are crucial for evaluating student learning.
  • The time allotted for writing tasks can influence performance.
  • Understanding differences in student performance based on educational classification is important.

Purpose of the Study:

  • To investigate the impact of assessment duration on writing performance in 5th and 8th graders.
  • To examine if educational classification (general vs. special education) moderates the effect of assessment time.
  • To analyze writing performance across different discourse types and writing traits.

Main Methods:

  • Students in Grades 5 and 8 completed two writing performance assessments: a 30-minute task and a 3-day task.

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  • Assessments were scored on four traits: ideas, organization, conventions, and sentence fluency.
  • Statistical analyses were used to compare performance based on assessment duration, grade level, and educational classification.

    • Main Results:

    • A significant interaction was found at Grade 5: students performed better on the 3-day assessment, with special education students benefiting most.
    • At Grade 8, no significant differences in writing scores were observed between the 30-minute and 3-day assessments.
    • No significant differences in writing performance were found across narrative, imaginative, persuasive, and expository discourse types, but differences emerged across writing traits.

    Conclusions:

    • Extended time for writing assessments benefits younger students, particularly those with special educational needs.
    • Assessment duration does not appear to impact writing performance for 8th graders.
    • Further research is needed to understand factors influencing writing trait differences and implications for standardized testing.