A comparison of the information provided by essay, multiple-choice, and free-response writing tests

This study investigated the similarity of information that is provided by direct and indirect methods of writing assessment. The skills required by each of these techniques provide a framework for a cognitive model of writing skills from which these procedures can be compared. It is suggested that practitioners interested in reliably measuring all aspects of the proposed writing process continuum, as characterized by this cognitive model, use both indirect and direct methods. Index terms: Confirmatory factor analysis, Essay tests, Free-response tests, Multiple-choice tests, Writing assessment, Writing processes