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The second statewide direct writing assessment was conducted for grade eight by the California Assessment Program (CAP) in the spring of 1988. Each student wrote an essay in response to 1 of 45 prompts (writing tasks) representing 6 types of writing: autobiographical incident, report of information, problem solution, evaluation, story, and firsthand biography. A total of 294,859 essays were scored at 6 regional scoring sites by 384 teachers; this number includes a 5% sample of papers that was double-scored for reliability studies. Approximately 96% of the students who took the essay test comprehended the writing tasks and responded to the topic. Scores were assigned for rhetorical effectiveness, special features (such as coherence or elaboration), and conventions. Results revealed that most students wrote adequate or marginally adequate essays (62%), some wrote exceptionally well (12%), and others wrote poorly (22%). Eighth graders were most competent at reporting information, less competent at writing autobiography and firsthand biography, and least able to write a story and to produce the two kinds of persuasive writing. Also, students exhibited better control of conventions than of rhetorical strategies. Overall, students' scores increased. Recommendations for school administrators, teachers, and parents are included. (KEH)
This popular handbook is designed to provide teachers, curriculum specialists, school administrators, parents, and students with a standard for assessing existing writing programs, and a tool for helping them design new programs. It includes information to help them identify the strengths and weaknesses of existing or proposed writing programs and to select strategies for change. Addresses both the content and teaching methodology of a writing program; that is, what ought to be taught and how it should be taught. Award Winner. Illustrated.
Arguing that traditional, test-based evaluation has a negative effect on many students, this book describes new methods of assessing student performance.
This composite document presents Part 30 of the California Education Code relative to special education programs, and includes relevant regulations from Chapter 1 of Division 3 of Title 5 of the Code. It also contains those provisions of the Health and Safety Code, Government Code, and Welfare and Institutions Code having a direct impact on special education and related services. Also included are 1989 provisions to ensure that any individual with exceptional needs who has an active individualized education program will receive an appropriate education placement without delay upon his or her discharge from a hospital, residential medical facility, children's institution, or foster family home. A table of contents provides a guide to Part 30 of the Education Code, provisions not included in Part 30, and Title 5. Among specific topics covered are: administration; elements of the local plan; identification and referral, assessment, instructional planning, implementation, and review; demonstration programs; early education for individuals with exceptional needs; career and vocational education programs, transition services, and Project Workability; interagency agreements; procedural safeguards; evaluation, audits, and information; and programs for individuals with exceptional needs residing in state hospitals. Marginal notations are also available to help users find appropriate parts of the Code. (DB)