Writing Proficiency As a Complex Integrated Skill
Research Report Cognitive Models of Writing: Writing Proficiency as a Complex Integrated Skill Paul Deane Nora Odendahl Thomas Quinlan Mary Fowles Cyndi Welsh Jennifer Bivens-Tatum October 2008 ETS RR-08-55 Listening. Learning. Leading.® Cognitive Models of Writing: Writing Proficiency as a Complex Integrated Skill Paul Deane, Nora Odendahl, Thomas Quinlan, Mary Fowles, Cyndi Welsh, and Jennifer Bivens-Tatum ETS, Princeton, NJ October 2008 As part of its nonprofit mission, ETS conducts and disseminates the results of research to advance quality and equity in education and assessment for the benefit of ETS’s constituents and the field. ETS Research Reports provide preliminary and limited dissemination of ETS research prior to publication. To obtain a PDF or a print copy of a report, please visit: http://www.ets.org/research/contact.html Copyright © 2008 by Educational Testing Service. All rights reserved. E-RATER, ETS, the ETS logo, LISTENING. LEARNING. LEADING., GRADUATE RECORD EXAMINATIONS, GRE, and TOEFL are registered trademarks of Educational Testing Service (ETS). TEST OF ENGLISH AS A FOREIGN LANGUAGE is a trademark of ETS. Abstract This paper undertakes a review of the literature on writing cognition, writing instruction, and writing assessment with the goal of developing a framework and competency model for a new approach to writing assessment. The model developed is part of the Cognitively Based Assessments of, for, and as Learning (CBAL) initiative, an ongoing research project at ETS intended to develop a new form of kindergarten through Grade 12 (K–12) assessment that is based on modern cognitive understandings; built around integrated, foundational, constructed- response tasks that are equally useful for assessment and for instruction; and structured to allow multiple measurements over the course of the school year.
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