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- W348512481 abstract "Writing are caught in a dilemma. On the one hand they are aware of the substantial body of literature which supports a process model of writing over the skills approach. Yet, their school districts have detailed objectives aimed at measuring skills. Furthermore, the method of assessing skills is through objective tests rather than writing samples. As a result, many forgo the processbased method of teaching writing they believe in and choose a skills approach to meet district objectives. A group of Colorado faced with the preference of teaching the process model of writing at the elementary level but also faced with the reality of evaluating writing skills through an objective test sought a compromise with their district. They first proposed to implement a process approach to writing instruction in selected elementary schools. Secondly, they sought a writing sample for measuring the writing skills rather than the traditional objective test and, thirdly, they asked to compare results of the writing sample by students in the process approach and students in the skills group. The district agreed to all three proposals with the provision that all district writing skills be assessed. To accomplish the first proposal, needed to provide inservice training for those in the process-model schools in the writing process. Findings by Walmsley (1980) indicate that elementary have sparse training, if any, in the teaching of writing. In addition, Olson & DiStefano (1980) found the training teachers model is an effective one for inservice training. Hence it was decided to give thirteen hours of inservice training in the process model of teaching writing to those in the experimental group. To accomplish the second objective, using a writing sample to assess the achievement of district writing objectives, the decided to use a topic which the National Assessment of Educa-" @default.
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- W348512481 date "1984-01-01" @default.
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- W348512481 title "Assessing Writing Skills through a Process Approach." @default.
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