Student writing trait scores and prediction of high stakes testing outcomes as a means of improving student and teacher efficacy: An applied example

Student writing is becoming an important factor in determining achievement in language arts and other subjects. Recent changes in the SAT, with addition of an essaywriting requirement, reinforce this trend. This research provides evidence that writing assessment programs such as the 6+ 1 Trait® Model, can assist teachers and administrators with assessment management issues such as the use of one or multiple tests to assess desired student performance. Writing scores in this study, as assessed by the 6+ 1 Trait® Model, were predictive of certain standardized test scores on the PSAT/NMSQT ® and the Indiana graduation qualifying examination (ISTEP). Students in grade ten at a suburban Indiana high school were subjects of this study. The students were given a common writing prompt that was scored anonymously by two raters. All essays (N=578) were scored based on two of the six traits: Ideas & Content and Organization. A random sample (N=101) were scored using the additional four traits: Conventions, Voice, Sentence Fluency, and Word Choice. Students were administered the ISTEP ® and the PSAT1/NMSQT® within one month of the 6+1 Trait ® Model, writing prompt. A linear regression model was conducted to determine if scores on each of the assessments were predictive of others. In addition, a backward regression model was applied to the data to determine the most predictive traits of the 6+1 Trait® Model, in predicting standardized test results. An analysis of the data identified certain traits as displaying significant predictive value related to both standardized test scores. The data also revealed significant predictive value of one standardized test to another. This study may reinforce discussions and strategies among educators and administrators that focus on test preparation and delivery of curriculum. Knowledge of the predictive value of certain traits may enhance the collective efficacy of educators and students when accessing and addressing curricular goals