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Writing expectations beyond high school
Descriptive
TypeOfResource
Text
TitleInfo
(ID = T-1)
Title
Writing expectations beyond high school
SubTitle
a study of the alignment of the New Jersey High School Proficiency Assessment in writing and college-level expectations
Identifier
ETD_3046
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000057543
Language
LanguageTerm
(authority = ISO639-2);
(type = code)
eng
Genre
(authority = marcgt)
theses
Subject
(ID = SBJ-1);
(authority = RUETD)
Topic
Education
Subject
(ID = SBJ-2);
(authority = ETD-LCSH)
Topic
Composition (Language arts)
Subject
(ID = SBJ-3);
(authority = ETD-LCSH)
Topic
English language--Composition and exercises
Subject
(ID = SBJ-4);
(authority = ETD-LCSH)
Topic
High school students--New Jersey
Subject
(ID = SBJ-5);
(authority = ETD-LCSH)
Topic
Educational evaluation--New Jersey
Abstract
(type = abstract)
Despite recent policy initiatives to ensure high school accountability through state-mandated testing, New Jersey high school graduates may not be prepared for the challenges of college-level writing because the state’s high school assessment is not aligned with college-level expectations (Brown & Conley, 2007; Conley, 2003). An ever-growing library of reports acknowledge that many states in addition to New Jersey have not aligned their high school tests in writing with college expectations (Achieve, 2007; Silva, 2008); however, other surveys suggest there is alignment between high school writing curriculum and higher education admission tests (Le, 2002; Milewski, Johnsen, Glazer, & Kubota, 2005). This study, therefore, was designed to describe and understand alignment between writing skills needed for success on the high school assessment in comparison to the writing skills that will be demanded of students in college. This study used the judgments of a group of eight writing instructors to collect in-depth information on how the New Jersey High School Proficiency Assessment (HSPA) writing scoring rubric aligns with college-level standards for success, as defined in the Knowledge and Skills for University Success (KSUS). In addition, instructors also examined 20 sample HSPA writing responses and provided judgments about whether the essays demonstrated college readiness. Individual interviews were held with all eight participants, and their judgments were coded to further understand what characteristics of HSPA responses demonstrated college preparedness. From performing these analyses, this study’s results corroborate with previous studies on the HSPA (Conley, 2003). The HSPA provides some indication of how students can organize writing in test situations, but the HSPA does not align as well with the type of critical thinking and reading-writing synthesis work that will be required at the college level. These results suggest that policymakers should consider revisions to the HSPA writing test such that it would require students to demonstrate skills in using evidence to sustain cogent arguments.
PhysicalDescription
Form
(authority = gmd)
electronic resource
Extent
viii, 190 p. : ill.
InternetMediaType
application/pdf
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text/xml
Note
(type = degree)
Ph.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = vita)
Includes vita
Note
(type = statement of responsibility)
by Robert J. Finnegan
Name
(ID = NAME-1);
(type = personal)
NamePart
(type = family)
Finnegan
NamePart
(type = given)
Robert J.
NamePart
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1972-
Role
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author
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Robert Finnegan
Name
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NamePart
(type = family)
Boling
NamePart
(type = given)
Erica C.
Role
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(authority = RULIB)
chair
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Advisory Committee
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Erica C. Boling
Name
(ID = NAME-3);
(type = personal)
NamePart
(type = family)
Firestone
NamePart
(type = given)
William A.
Role
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internal member
Affiliation
Advisory Committee
DisplayForm
William A. Firestone
Name
(ID = NAME-4);
(type = personal)
NamePart
(type = family)
Belzer
NamePart
(type = given)
Alisa
Role
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(authority = RULIB)
internal member
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Advisory Committee
DisplayForm
Alisa Belzer
Name
(ID = NAME-5);
(type = personal)
NamePart
(type = family)
Afflerbach
NamePart
(type = given)
Peter P.
Role
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(authority = RULIB)
outside member
Affiliation
Advisory Committee
DisplayForm
Peter P. Afflerbach
Name
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NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(ID = NAME-2);
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NamePart
Graduate School - New Brunswick
Role
RoleTerm
(authority = RULIB)
school
OriginInfo
DateCreated
(qualifier = exact)
2011
DateOther
(qualifier = exact);
(type = degree)
2011-01
Place
PlaceTerm
(type = code)
xx
RelatedItem
(type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
RelatedItem
(type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier
(type = local)
rucore19991600001
Location
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T32B8XPB
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(AUTHORITY = GS);
(ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
RightsHolder
(ID = PRH-1);
(type = personal)
Name
FamilyName
Finnegan
GivenName
Robert
Role
Copyright Holder
RightsEvent
(ID = RE-1);
(AUTHORITY = rulib)
Type
Permission or license
DateTime
2010-12-15 09:41:11
AssociatedEntity
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(AUTHORITY = rulib)
Role
Copyright holder
Name
Robert Finnegan
Affiliation
Rutgers University. Graduate School - New Brunswick
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(AUTHORITY = rulib)
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical
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ETD
MimeType
(TYPE = file)
application/pdf
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application/x-tar
FileSize
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849920
Checksum
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6232eeb5e17d8e3a2cde3fc40a0d9ac378239930
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