How characteristics of student essays influence teachers' evaluations.

Sarah Warshauer Freedman

100 citations0/0 files storedJournal of Educational Psychology

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Student Assessment and Feedback Writing and Handwriting Education Evaluation of Teaching Practices

Abstract

This article explores the question of why competent evaluators award the ratings they do to college students' expository essays. Essays were rewritten to be stronger or weaker in four categories: content, organization, sentence structure, and mechanics. Twelve evaluators first used a 4-point holistic rating scale to judge the essays' quality. Then they rated whether each of the four rewriting categories in each rewritten essay was strong or weak (perceptions). Analyses of variance revealed content and organization to affect ratings most (p < .001). Mechanics and sentence structure had smaller effects, which differed when measured by the actual rewriting versus by the perceptions. Mechanics and sentence structure were significant in their interaction with organization (p < .001 andp < .01, respectively).

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1960Essentials of Psychological Testing 1969A Grammar of Motives 1975Writing without Teachers 1965Grammatical structures written at three grade levels 2013Theory and Practice of Early Reading 1968A writer teaches writing 1974Measuring Growth in English 1971Rhetoric: Discovery and Change

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2020Syntactic complexity measures: variation by genre, grade-level, students’ writing abilities, and writing quality 2018Students’ idiosyncratic perceptions of teaching quality in mathematics: A result of rater tendency alone or an expression of dyadic effects between students and teachers?1984Perceptions of Writing Skills 1984THE ASSESSMENT OF WRITING ABILITY: A REVIEW OF RESEARCH 1999Assessing Grammatical and Textual Features in L2 Writing Samples: The Case of French as a Foreign Language 1985ESTIMATING THE RELIABILITY, VALIDITY, AND INVALIDITY OF ESSAY RATINGS

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