National and State Writing Tests: The Writing Process Betrayed

  title={National and State Writing Tests: The Writing Process Betrayed},
  author={Edgar Howard Schuster},
  journal={Phi Delta Kappan Magazine},
  pages={375 - 378}
  • E. Schuster
  • Published 1 January 2004
  • Education
  • Phi Delta Kappan Magazine
S TATE academic standards broadly support the writing process, including the planning (prewriting), drafting, revising, editing, and publishing (sharing) stages. There is also widespread recognition that a valuable part of the process is conferencing, either between teacher and student, student and student (often referred to as peer feedback), or both. But how much do national and state tests support the writing process? In fact, as I shall demonstrate, most national and state tests support… 
Peer Interaction and Writing Development in a Social Studies High School Classroom.
Peer review can be a valuable tool in the writing development of high school sophomores. Specifically, this research study explores the use of peer review to improve writing skills and to build
Measuring Autistic Writing Skills: Combining Perspectives from Neurodiversity Advocates, Autism Researchers, and Writing Theories
Autism and writing are commonly discussed independently as complex, multifaceted entities. However, studies examining their intersections are limited and often oversimplify the nuances innate to both
Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students.
The purpose of this study was to examine the influence of Albert Bandura's four hypothesized sources of self-efficacy on students writing self-efficacy beliefs (N = 1256) and to explore how these


The Testing Trap: How State Writing Assessments Control Learning
Hardly a day goes by in America without talk of testing students to higher standards as a means to improve our education system. In The Testing Trap, George Hillocks puts this logic to the test.
Uncommon Sense: Theoretical Practice in Language Education
In several decades as a language educator, Mayher has been attempting to help teachers and curriculum directors conceptualize and implement progressive approaches to language education-the ideas and