College Writing Placement Exams and the Cause of Access: An Opportunity for Improvement

• In Event: Writing in Undergraduate and Graduate Education

Abstract

The purpose of this paper is to advance the dialogue surrounding the evaluation of readiness for college writing. Accordingly, we report the results from a field test of a ‘revision model’ essay exam that generates a full iteration of the writing process upon which to base proficiency decisions. A revision model is therefore aligned with the cognitive process theory research that implies revision is essential to writing quality. Unlike traditional single sample tests, a revision model employs two timed performances to generate an revised draft. This work suggests placement practices that hinder substantive opportunities to revise may penalize students whose first drafts do not reflect college standards, but whose revised work can meet proficiency expectations.

Authors

• Stefani Robin Relles, University of Southern California

• William G. Tierney, University of Southern California

• Gisele Ragusa, University of Southern California