Assessing Writing on the Secondary Level: A Tri-State Analysis of Testing Materials and Learning Outcomes
Start Date
April 2026
Location
3rd floor - Library
Abstract
This project examines the assessment student writing according to state standards in Ohio, Kentucky, and Indiana. Existing research on writing pedagogy suggests a need to reframe writing instruction toward the student's comprehension instead of instructing students to the general writing standards applicable to state testing. I will examine how assessment styles, state learning standards, and testing materials correlate to a student's performance on their state's writing assessment. Assessing student acheivement has alterior motives such as district funding and state report cards; understanding how assessment types impact the method of instruction may provide insight into new education reform strategies. Locating the gaps in instruction for students may move to improve writing pedagogy in these states and encourage comprehensive testing methods that are aligned to student comprehension instead of generally assessing form and use of English conventions.
Assessing Writing on the Secondary Level: A Tri-State Analysis of Testing Materials and Learning Outcomes
3rd floor - Library
This project examines the assessment student writing according to state standards in Ohio, Kentucky, and Indiana. Existing research on writing pedagogy suggests a need to reframe writing instruction toward the student's comprehension instead of instructing students to the general writing standards applicable to state testing. I will examine how assessment styles, state learning standards, and testing materials correlate to a student's performance on their state's writing assessment. Assessing student acheivement has alterior motives such as district funding and state report cards; understanding how assessment types impact the method of instruction may provide insight into new education reform strategies. Locating the gaps in instruction for students may move to improve writing pedagogy in these states and encourage comprehensive testing methods that are aligned to student comprehension instead of generally assessing form and use of English conventions.
