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Developing theACTAssessment®WritingTest
An ACT Program for Educational Planning
©
2003
by ACT,
Inc. All
rights
reserved.
3997
Measuring the Essential Skills forCollege Readiness and SuccessFor over 40 years, the ACT Assessment®has want. Surveys have revealed that one-third of ourdistinguished itself as the only comprehensive nation’s postsecondary institutions already have ameasure of educational achievement available to direct writing assessment in place on their campuses;students for college admissions and course placement an additional one-third appear to be satisfied with thein English, mathematics, reading, and science. In fact, information they are currently receiving; and,the ACT Assessment was founded on principles that although few have enacted policies yet, the remainingvalue measuring what students have learned in high one-third are interested in a new writing test.school (i.e., achievement) more highly than measuring Assessment Writin T astheirpotentialtolearn(i.e.,aptitude).TheACTanopBtiyonoftfoeripnogstsaencoAnCdTaryinstitutions,weagreestAssessment has always reflected the essential acknowl n their divknowledgeandskillsstudentsaretaughtinhighflexibleseodlguitiogn,rathertehrasennbeyeidmspboysipnrgovaidsiinnggleaschool that are important for readiness and success in oach. Institutiopostsecondaryeducation,basedonempiricalresultsaapbporutwhethertorenqsuiwreillremsualktseftrhoeimrtohwenAdCecTisionsof our National Curriculum Survey®conducted every in Test for admissions and/or cours3or4yearsingrades7–14pAlsasceessmmeentntpuWrrpitosegs.Studentswilldecidewhethertoe.Writing has always been and will continue to be take the Writing Test based on the requirements of theone of the essential skills for college readiness and institutions they are considering. Students will not besuccess. The ACT Assessment has always included a required to take a test they do not need to take, thusmultiple-choice format English Test that measures incurring unnecessary expense, and institutions willstudents’ understanding of the conventions of have the freedom to require the tests that best meetstandard written English (punctuation, grammar and their information needs.usage, and sentence structure) and of rhetorical skills(writing strategy, organization, and style). However, inresponse to interest in a direct measure of writing, wehave decided to add a 30-minute Writing Test as anoptional component to the ACT Assessmentbeginning in 2004–2005.The ACT Assessment Writing Test will provideinformation to complement that already provided bythe English Test. The combined results from both testswill provide information about students’ ability tomake revising and editing decisions in a multiple-choice setting and their ability to produce a directsample of writing.
Why are we offering the Writing Test topostsecondary institutions as an option?We have always considered it our primarymission to offer responsive services to postsecondaryinstitutions by providing information they need and
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Developing the ACT Assessment®Writing TestAlthough we have considered adding a writing After completing a comprehensive review oftest to the ACT Assessment in recent years, only current writing assessment practice and research,now has the technology become available to permit we conducted the 2002 ACT National Curriculumreliable scoring of hundreds of thousands of essays Survey®. This survey is administered every 3 toin a reasonable reporting time. The new ACT 4 years to obtain information about what is beingAssessment Writing Test, which will be introduced taught in grades 7–12 and what is expected ofnationally beginning in 2004–05, will be an entering college students in the areas measured by theachievement test designed to measure students’ assessments in ACT’s EPAS/Educational Planningwriting proficiency. It is being developed to reflect the and Assessment System®—EXPLORE®, PLAN®, andtype of writing found in rigorous high school writing the ACT Assessment®. The 2002 survey askedcurricula and expected of students entering first-year English/language arts teachers and writing instructorscollege composition courses. It is also being designed what they teach and value in their classrooms. Theto complement the information currently provided by two versions of the survey—one for secondary schoolthe ACT English Test. teachers and one for instructors of entry-level collegeToassembletheinformationneededtodevelopecvoaulrusaets—di.ncludedidenticalsetsof95skillstobethe new test, we undertook a detailed examination of esecondary and postsecondary writing practice, Under the broad heading of Writing Skills, theinstruction, and assessment across the nation: survey included items in these categories:Reviewed results of a survey of the direct writingWriting as Processassessments 4-year institutions currently use toPurposes of Writingmake admissions and placement decisions.Writing StrategyExamined postsecondary writing assessments usedOrganizationfor course placement.StyleGathered data on state writing content standardsSentence Structurefor grades 9–12 and on the direct writingPunctuationassessments included in state high school tests.Grammar and UsageResearched and reviewed literature published overResearch Skillsthe past thirty years on direct writing assessmentsEvaluation of Writingand on the teaching of composition at theOther Communication Skillspostsecondary level.Technology Skills
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In the fall of 2002, the surveys were sent to anationwide sample of classroom teachers:4,370 English/language arts teachers from publicand private high schools4,465 college faculty who teach Freshman English,Composition, or Survey of American Literature (ortheir equivalents)900 college faculty who teach DevelopmentalEnglish or English as a Second Language (or theirequivalents)The high school teachers were asked to indicatewhether each skill is taught in their classroom and thelevel of importance they place on that skill. Thecollege instructors were asked to indicate the relativeimportance of each skill that students should havebefore they take the entry-level course the instructorteaches.
On the section of the survey focusing on theEvaluation of Writing, high school and collegeteachers were asked to rank the relative importance often criteria used in the evaluation of student writing.The results show a remarkable degree of agreementamong the three groups. Given the importanceattributed to them by all three teacher groups, theseskills form the heart of the ACT Assessment WritingTest construct.
Mean ratings (and ranks) of the top six criteria for each group of teachersHigh School College Freshman CollegeLanguage Arts Composition ESL/DevelopmentalCriteria Teachers Teachers TeachersDeveloping ideas using 4.78 (1) 4.60 (1) 4.55 (2)relevant examples and detailsWriting unified and 4.77 (2.5) 4.56 (2) 4.60 (1)coherent textUsing a clear beginning, 4.77 (2.5) 4.26 (4) 4.34 (5)middle, and endingDeveloping ideas 4.65 (4) 4.36 (3) 4.42 (3)using appropriateorganizational strategyUsing correct grammar,usage, and mechanicsWriting appropriately forpurpose and audience
4.64 (5)4.46 (6)
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4.21 (6)4.22 (5)
4.35 (4)4.16 (6)
In early December 2002, we convened theACT National Writing Test Advisory Panel, whosemembers were selected to ensure a broadrepresentation of secondary and postsecondaryinstitutions and organizations such as the NationalCouncil of Teachers of English and the NationalWriting Project. The panel included some of theforemost experts on writing instruction, writingassessment, and ESL and developmental writing:Dale Allender, Associate Executive Director,National Council of Teachers of English, Urbana,IllinoisBonne August, Professor, English, KingsboroughCommunity College, CUNYBeverly Ann Chin, Professor, English, University ofMontanaJan Clinard, Office of the Commissioner of HigherEducation in MontanaMary Carmen Cruz, Cholla High Magnet School,Tucson, ArizonaElyse Eidman-Aadahl, Professor, EnglishEducation, UCalifornia-BerkeleyBobbi Ciriza Houtchens, Arroyo Valley HighSchool, San Bernardino, CaliforniaBrian Huot, Associate Professor, English,University of Louisville, KentuckyBarbara Kroll, Professor, English, California StateUniversity, NorthridgeSandra Murphy, Associate Professor, EnglishEducation, UCalifornia-DavisChristopher Saheed, Cambridge Rindge and LatinHigh School, Massachusetts
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The primary charge to this panel was to reviewACT’s research on writing instruction and assessmentand to review the results from the National WritingCurriculum Survey. We also asked panelists toconsider the current ACT English Test and to ensurethat the Writing Test would provide unique butcomplementary information. Drawing upon thisinformation and their own expertise and experience,the panelists were asked to offer guidance about keydecisions concerning the mode of writing to beelicited, the writing prompt format, and the scoringcriteria to be used in the rubric.Based on the discussions that took place in thetwo-day panel meeting, we drafted a list of descriptorsof what students should be able to do to succeed infirst-year college writing courses.
Scoring Criteria for theACT Assessment Writing Test1. Show the ability to make and articulatejudgments by:Taking a position on an issue.Demonstrating the ability to grasp thecomplexity of issues by consideringimplications or complications.2. Sustain a position by focusing on the topicthroughout the writing.3. Develop a position by:Presenting support or evidence using specificdetails.Using logical reasoning that shows thewriter’s ability to distinguish betweenassertions and evidence and to makeinferences based on support or evidence.4. Organize and present ideas in a logical way by:Logically grouping and sequencing ideas.Using transitional devices to identify logicalconnections and tie ideas together.5. Communicate clearly by:Using language effectively.Observing the conventions of standardwritten English.
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Taking into consideration testing time and thekind of writing to be elicited from the students, thepanelists advised using a single writing prompt thatwill provide a rhetorical situation—an issue with twoalternative positions. Examinees will be asked todevelop and support one of those positions or topropose a third alternative. This prompt format hascome to be known as an “open binary format.” Thepanel advised field-testing two versions of this promptformat: an issue/position version and aproblem/solution version.Drawing on all the research and paneldiscussions outlined above, we produced an initialdraft of the Writing Test specifications, which wasreviewed in January by each member of the paneland by ACT staff.
Developing the Prompts and Scoring RubricBy early February 2003, the work of draftingSample Prompt for the ACT Writing Testprompts had begun in earnest. Staff held a prompt- We determined that prompts used for the ACTwriting workshop with high school teachers and Assessment Writin Test shouldcollegeinstructorswhocontributedtotherelevanttohighschgoolstudentsadnesdcraisbkeeaxnaimssiuneeestodevelopment of the first set of 60 prompts for the write about their ctspring2003fieldtest.Thosepromptsweresubjected30-minutetimelipmeirtsfpoerwivrietiongn,thweeidsseucied.eGdivtoentheto in-house review and then sent to eight external provide two different perspectives on the issue as afairness consultants who reviewed them for potential starting place for responses. Examinees will be toldfairness and sensitivity concerns. Based on their that they may choose either to develop their thoughtscomments and further in-house review, staff reduced in sthenumberofpotentiallyviablepromptsto40.Theserespuopnpsoertbaosfeodnoenofthtehierseowpnersppeersctpievcetsivoer.tEossdaeyvselcoopreasprompts were then field tested in approximately will not be affected by examinees’ choice of125 high schools throughout the United States. their reAtleast400studentsrespondedtoeachprompt,perspTechteivperfoomrptswillsbpeosnisme.ilartothefollowingproducing more than 18,000 responses. example. The standard directions in the secondIn late May 2003, a Rangefinding Panel paragraph will be a part of all prompts used on theconsisting of ACT staff and members of the National n Test.Writing Test Advisory Panel met to review student Writi gpapers and develop a six-point holistic scoring rubric.encourIangseodmtehehiscghhosoclhtooolas,dompatnaydtreeascshceorsdeatnhdatpasertesntshaveDuring the three-day meeting, the group read anddiscussed several hundred papers. Using these papersguidelines for what students can wear in the school building.and the scoring criteria that were developed by theSome teachers and parents support a dress code because theyACT National Writing Test Advisory Panel, thetOhtihnekritteawcihlelrismapnrdovpeatrehnetlseadroninnogtesunvpiproorntmaendtreisnsctohdeeschool.group developed an initial draft of the rubric andbecause they think it restricts the individual student’sthen tested it by using it to score student papers.The Rangefinders analyzed the effectiveness of thefardeoedptomdreosfsecxopdreesssfioorns.tIundeynotusr?opinion,shouldhighschoolsrubric and revised it, further clarifying descriptors atIn your essay, take a position on this question. Youeach score point. The scoring rubric that wasmay write about either one of th t o points of view given,developed and the exemplar papers identified by thise wRangefinding Panel were then used to train readers tooUrseyosupecmifaiycrperaesseonntsaanddiffeexraenmtppleosinttoosfupvipeowrtoynothipsoqsiuteisotnio.n.score field-test papers in June 2003.urAfter careful analysis of field-test data for boththe issue/position version and the problem/solutionversion of prompt format, we selected theissue/position version for use in the ACT AssessmentWriting Test.
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Rubric for Scoring the Sample PromptThe scoring rubric for the ACT AssessmentWriting Test will be a 6-point holistic rubric. Theholistic scoring approach is used to evaluate a piece ofwriting in its entirety rather than to separateindividual components. The score is based on theoverall impression that is created by all the elementsof the writing. That is, a reader is asked to evaluatethe achievement demonstrated in the essay in relationto criteria designated in the rubric and to determine,on balance, how the essay should be scored.In a holistic rubric, criteria that represent thevalues identified for the assessment are embedded ateach score point. For the ACT Assessment WritingTest, these criteria address a writer’s ability to takeand articulate a position on an issue, to maintain aclear focus on the position throughout the essay, toexplain a position by using supporting evidence andlogical reasoning, to organize ideas logically, and tocommunicate clearly in writing. These statementsrepresent what high school teachers told ACT theytaught in their writing courses, and what teachers offreshman composition in college said they expectedstudents to be able to do at the beginning of theircollege writing courses.In ACT’s 6-point holistic scoring rubric, thesecriteria will be described at varying levels ofachievement. For example, papers scored in theupper half of the rubric (score points 4–6) will show aclear understanding of the purpose of the essay byarticulating their position on the issue in the promptand by developing their ideas. Most generalizationswill be developed with specific examples to supportthe writer’s position. A clear focus will be maintainedthroughout the paper. The paper will show competentuse of language. Although there may be some errors,these will only occasionally distract the reader andwill not interfere with the reader’s ability tounderstand the writer’s meaning.
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In contrast, many papers scoring in the lowerhalf of the rubric (score points 1–3) will not clearlyarticulate a position on the issue. Papers at this levelwill usually demonstrate some development of ideas,but development may be very general or repetitious.Most papers will maintain focus on the general topicidentified in the prompt, but they may not maintainfocus on the specific issue. Except for the weakestpapers, the papers will use a clear but simpleorganizational structure. The language will beunderstandable for the most part, but errors mayfrequently distract a reader and some errors mayinterfere with understanding.Scoring the ACT Assessment Writing TestReaders will be rigorously trained to apply therubric for the Writing Test. Their training will includeexamination and discussion of a number of exemplarpapers at each of the scoring points on the rubric.Readers will practice scoring papers and will be giventhe correct scores to guide their application of therubric. They will be required to qualify by scoring aspecified number of papers correctly. Two qualifiedreaders will score each paper independently; if theirscores differ by more than one point, the paper willbe read by a third reader. During scoring, readers willbe monitored for scoring accuracy by the ACTPerformance Assessment Center and they will berequired to correctly score additional sets of trainingpapers to ensure stability in the application of therubric.We will use these strategies for training and formonitoring scoring to ensure that all readers areapplying the rubric for the Writing Test in the sameway. This rigor is necessary to ensure that students’writing is scored accurately and fairly.
Sample Essays with Score ArticulationsOn the following pages, we offer four sample dress codes for students. Included with each essay is aessays representing both lower-level and upper-level score articulation that explains the holistic evaluationscore ranges. These essays are written in response to a of that essay.prompt asking whether high schools should adopt
Essay 1Lower-Level Score (1–3)
Dress code or not, a student should learn in school.That is the most important thing. She should not worryabout what clothes are in style more than getting a goodeducation. High school is not intended to be a fashion show.Although some people treat it that way. Popular styles can bedistracting in the classroom. The whole class should not loosethe opportunity to learn because of one girl’s wardrobedecision. A dress code can provide a environment in the
Score ArticulationThis essay demonstrates some developingskill. It does not clearly introduce the issue beingdiscussed, but does ultimately make the writer’sposition clear and provides some context. Some ofthe ideas suggested in the essay are insightful,especially one toward the end where the writerclaims that focusing on education might offer abetter avenue to self-esteem than does dressing
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classroom where students can work without distraction. Itwould let students have pride based on their intelligencerather than their bodies, leading to more lasting self-esteem.In my opinion, dress codes would be a positive thing for highschools and students, and the parents and teachers who thinkdress codes will provide a better learning environment at theschools are right.
fashionably. Unfortunately, the development ofthese ideas is general and extremely limited. Thewriter groups ideas logically but the lack ofparagraphing and transitions makes it difficult for areader to discern where parts of the essay beginand end. Language use is understandable with fewdistracting errors, although the use of sentencefragments does tend to slow the reader down.
Essay 2Lower-Level Score (1–3)
In some high schools, many teachers and parents haveencouraged the school to adopt a dress code that setsguidelines for what students can wear in the school building.Some teachers and parents support a dress code because theythink it will improve the learning environment in the school.Other teachers and parents do not support the dress codebecause they think it restricts the individual student’s freedomof expression. In my opinion, high schools should not adoptdress codes for students because they are adults.Firstly, dress codes will not stop people being made funof. People always find things to make fun of. If not for clothsthen the way a person looks or talks.
Score ArticulationThis essay demonstrates developing skill. Itsgreatest strength is organization: it offers anintroduction with thesis, three points and a briefconclusion. However, these components areunderdeveloped. The introduction relies almostentirely on language provided in the prompt, andthe brief paragraphs in the middle of the papereach assert a valid idea but do not offer anyillustrations to support or clarify those ideas. Whiletransitions are in place to move the reader betweenparagraphs, there are no unifying ideas withinparagraphs that make the essay coherent as awhole. The essay features a prominent thesis which
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Second, high school students are responsible enough towear what they want without a dress code. Studentswouldn’t follow a dress code anyway because teenagers liketo break the rules.Last and most importantly, dress codes go againststudent’s rights to there freedom of expression ofindividuality. Students use there cloths to show therepersonality and you can not force them to look like someonethey’re not. It goes against there American rights.High schools should not adopt dress codes for students.
makes clear the writer’s stance on the issue. Thethesis does not, however, function as a thematicguide for the essay. Instead, the thesis claim thatstudents are adults appears contrary to the firsttwo points which focus on childish aspects of highschool student behavior (making fun of others andbreaking rules for enjoyment). Language use in theessay is understandable despite some errors thatmight distract a reader. With the exception of theintroductory language taken from the prompt, thewriting lacks sentence variety that would make itmore interesting to read.
