Date of Award
1983
Document Type
Dissertation
Publication Status
Version of Record
Submission Date
October 2026
Thesis/Dissertation Advisor [Chair]
Floyd, Marilyn J.
Abstract
Measurement experts have criticized the use of essay examinations, chiefly because of their scoring unreliability. Research has emnhasized scoring inconsistencies and that scorers of essay examinations are frequently led by composition errors or other writing quality factors to grade the subject matter--content--of the essays inconsistently. Studies critical of essay scoring have emphasized the content of essay answers and have used scorers with minimal expertise in the essays' subject areas. Recent research reveals that, under certain conditions, i.e., when writing experts are scoring for placement, using appropriate grading criteria, reliability rates for essay scoring are improving. Besides making distinctions between grading conditions and purposes, recent studies distinguish between content and writing skills, and emphasize examination of how content characteristics of student essays influence teachers' ratings. This study focused on whether freshman placement essays would be graded consistently by different groups of college faculty, experts in writing and experts in the topic of the essays. Also examined were how content designated as strong and weak would influence the overall scores and the scoring of writing quality.
Extent
121 p.
Recommended Citation
McLemore, Mary, "An Experimental Study of Placement Essay Examination Scoring by Writing Teachers and Non-Writing Teachers with Consideration of Content Effects on Ratings" (1983). Electronic Theses and Dissertations 1980 - 1989. 219.
https://digitalcommons.fau.edu/etd_general_3/219
Identifier
FA00000678
Comments
Includes bibliography.|Dissertation (Ph.D.)--Florida Atlantic University, 1983.|College of Education|FAU Electronic Theses and Dissertations Collection|Includes bibliography.