Holistic Evaluation of Peer Writings by Able and Less Able Readers in Eighth and Tenth Grades

PDF Version Also Available for Download.

Description

The purpose of this study was to examine the use of general impression scoring by teachers and students, and to compare the criteria used in evaluating student writings. Subjects for the study were 40 eighth grade and tenth grade students of varying reading ability in regular English classes in a suburban school district. Teachers and students evaluated two sets of writings in the narrative, classificatory and descriptive modes, generated by ninth grade students in regular English classes in the same school district. In addition, a comment, citing criteria upon which evaluation was based, was made on each writing. The design ... continued below

Physical Description

vi, 194 leaves

Creation Information

Peters, Elaine August 1987.

Context

This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. More information about this dissertation can be viewed below.

Who

People and organizations associated with either the creation of this dissertation or its content.

Chair

Committee Members

Publisher

Rights Holder

For guidance see Citations, Rights, Re-Use.

  • Peters, Elaine

Provided By

UNT Libraries

With locations on the Denton campus of the University of North Texas and one in Dallas, UNT Libraries serves the school and the community by providing access to physical and online collections; The Portal to Texas History and UNT Digital Libraries; academic research, and much, much more.

Contact Us

What

Descriptive information to help identify this dissertation. Follow the links below to find similar items on the Digital Library.

Degree Information

Description

The purpose of this study was to examine the use of general impression scoring by teachers and students, and to compare the criteria used in evaluating student writings.
Subjects for the study were 40 eighth grade and tenth grade students of varying reading ability in regular English classes in a suburban school district.
Teachers and students evaluated two sets of writings in the narrative, classificatory and descriptive modes, generated by ninth grade students in regular English classes in the same school district. In addition, a comment, citing criteria upon which evaluation was based, was made on each writing.
The design for this study was an extended factorial analysis. A three way analysis of variance was computed for ability and grade for each level of quality of writing in each mode of discourse.
Six hypotheses were tested. Hypotheses one and two dealt with comparison of ratings by students who differed by ability and grade. No significant differences were found.
Hypotheses three and four dealt with interaction between grade, ability and mode of discourse. No significant interaction was found.
Hypotheses five and six dealt with differences in evaluations between teachers and students of varying ability. A significant difference was found in how teachers and students evaluate writing (p .01).
Examination of criteria used in evaluating writings indicated that teachers consistently referred to elements of the text. Students also made text-based comments. In addition, students responded subjectively, referring to common experience, interest, and memories cued by the text.

Physical Description

vi, 194 leaves

Language

Identifier

Unique identifying numbers for this dissertation in the Digital Library or other systems.

Collections

This dissertation is part of the following collection of related materials.

UNT Theses and Dissertations

Theses and dissertations represent a wealth of scholarly and artistic content created by masters and doctoral students in the degree-seeking process. Some ETDs in this collection are restricted to use by the UNT community.

What responsibilities do I have when using this dissertation?

When

Dates and time periods associated with this dissertation.

Creation Date

  • August 1987

Added to The UNT Digital Library

  • Aug. 22, 2014, 6 p.m.

Description Last Updated

  • March 30, 2016, 9:19 a.m.

Usage Statistics

When was this dissertation last used?

Yesterday: 0
Past 30 days: 0
Total Uses: 4

Where

Geographical information about where this dissertation originated or about its content.

Publication Place

Map Information

  • map marker Automatically generated Place Name coordinates.
  • map marker Automatically generated Publication Place coordinates.
  • Repositioning map may be required for optimal printing.

Mapped Locations

Interact With This Dissertation

Here are some suggestions for what to do next.

Start Reading

PDF Version Also Available for Download.

Citations, Rights, Re-Use

Peters, Elaine. Holistic Evaluation of Peer Writings by Able and Less Able Readers in Eighth and Tenth Grades, dissertation, August 1987; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc331667/: accessed December 18, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .