The influence of word processing on English placement test results
Computers and Composition Volume 17, Number 2, ISSN 8755-4615 Publisher: Elsevier Ltd
A study was conducted to consider two issues: (a) whether differences might emerge in writing quality when students wrote examinations by hand or on a computer and (b) whether raters differed in their evaluation of essays written by hand, on a computer, or by hand and then transcribed to typed form before scoring. A total of 480 students from a large Midwestern university were randomly assigned into one of three essay groups: (a) those who composed their responses in a traditional bluebook, (b) those who wrote in a bluebook, then had their essays transcribed into a computer, and (c) those who wrote their essays on the computer. A one-way ANOVA revealed no statistically significant differences in ratings among the three groups [F(2,475) = 1.21, ns]. The discussion centers on the need for testing programs to examine the relationship between assessment and prior writing experiences, student preferences for testing medium, and rater training regarding the possible impact of technology on scores.
Harrington, S., Shermis, M.D. & Rollins, A.L. (2000). The influence of word processing on English placement test results. Computers and Composition, 17(2), 197-210. Elsevier Ltd.
Cited ByView References & Citations Map
Anthony Daniels, Washtenaw Community College, United States
Information Technology in Childhood Education Annual Vol. 2004, No. 1 (2004) pp. 157–177
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.