An Analysis of Process and Product: Outcomes of a statewide writing assessment

Lindy Crawford

This research study will investigate students’ performance on a statewide writing assessment. The process model (Flower & Hayes, 1981) defines writing as non-linear with movement back and forth between multiple stages of text production (Hayes, 1996). This model has strongly influenced the content of statewide writing tests. For example, students completing the writing component of the Colorado Student Assessment Program (CSAP) are given 50 minutes on Day One to plan and write a first draft, and 50 minutes on Day Two to revise and rewrite. In theory, providing two days allows students to engage in the process model of writing, but whether or not multiple days results in a more valid picture of students’ writing skills has not been empirically validated. This study will use quantitative and qualitative research methods to analyze students’ writing processes and products. Process data will be collected through direct observations of students as they complete the CSAP-Writing, and through student interviews related to their engagement in the writing process (planning, text generation, revising, and rewriting). Data related to writing products will be collected through an analysis of students’ first and final drafts. Approximately 200 students in general education (100 fifth-grade students and 100 eighth-grade students) and 50 students in special education (25 fifth-grade and 25 eighth-grade students) will participate. Statewide writing assessments should allow ample time for students to demonstrate their writing skills, but if students do not fully benefit from a two day assessment, a better use of the time needed to collect one writing sample may be to collect two samples, as multiple samples provide more opportunity for students to demonstrate their skills, and multiple samples have been shown to better represent the construct of writing (Linn & Baker, 1996).

About Lindy Crawford

Lindy Crawford earned a B.A. and a M.Ed. in the field of Special Education at Western Washington University. She taught special education for eight years before returning to school to complete her doctoral studies at the University of Oregon. Lindy is currently an assistant professor at the University of Colorado at Colorado Springs. Her professional interests include curriculum-based measurement, large-scale writing assessment, test accommodations for students with disabilities, assessment of English language learners, and quantitative research design.