A Validation Study of a Writing Skills Test for Police Recruit Applicants

Description:

This study evaluated the effectiveness of a direct test of higher-order and lower-order writing abilities needed for police report writing. This test was specifically designed to address report writing deficiencies experienced by police in the training academy. Descriptive statistics were examined, and relationships between this test and writing ability dimensions included on a separate, indirect, multiple choice test were investigated. Direct and indirect scores were correlated with training academy performance. Because both tests assessed higher-order and lower-order writing abilities, comparisons were made to determine which type of test was most appropriate for assessing the different types of writing skills. Results indicated that the direct test was a valid predictor of academy performance. Direct methods of measurement were found to be better than indirect methods for assessing higher-order writing skills. For lower-order writing skills, the indirect method appeared to be a better measure than the direct method.

Creator(s): Stolp, Shelly J.
Creation Date: December 2002
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
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Creator (Author):
Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: December 2002
  • Digitized: July 20, 2007
Description:

This study evaluated the effectiveness of a direct test of higher-order and lower-order writing abilities needed for police report writing. This test was specifically designed to address report writing deficiencies experienced by police in the training academy. Descriptive statistics were examined, and relationships between this test and writing ability dimensions included on a separate, indirect, multiple choice test were investigated. Direct and indirect scores were correlated with training academy performance. Because both tests assessed higher-order and lower-order writing abilities, comparisons were made to determine which type of test was most appropriate for assessing the different types of writing skills. Results indicated that the direct test was a valid predictor of academy performance. Direct methods of measurement were found to be better than indirect methods for assessing higher-order writing skills. For lower-order writing skills, the indirect method appeared to be a better measure than the direct method.

Degree:
Level: Master's
Language(s):
Subject(s):
Keyword(s): Validation of writing skills test
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 52148002 |
  • ARK: ark:/67531/metadc3308
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Stolp, Shelly J.
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.