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In 1996, a California high school district and two colleges assembled intersegmental teams to establish common assessment of college-readiness in mathematics and English. Subject area teams reviewed standards, rubrics, and current tests. A Joint Assessment Team (JAT) explored the Golden State Exam (GSE) in Written Composition as a common tool. Its format and scoring were similar to college assessments, and it was available statewide. In 1997, 250 high school students took the GSE. A holistic rubric was developed. Essays were read and scored, and data sets were matched. There was a strong correlation, which convinced the team to continue with the GSE. In 1998, 300 more essays were read and scored holistically and diagnostically. Holistic grades were correlated with GSE scores, yielding a strong correlation. In 1999, 3,300 high school juniors took the GSE. The correlation was still strong. Letters were sent to students with diagnostic feedback and GSE scores, noting the relevance for college placement. JAT implementation has had several positive effects in the school district. While the GSE has changed from year to year, it has remained a reliable instrument. (SM)

Descriptors: College Bound Students, College School Cooperation, English, Evaluation Methods, High Schools, Higher Education, Scores, Student Evaluation, Writing (Composition), Writing Skills











Autor: Flachmann, Kim; Lingo, Marci; Ruff, Brad; Fletcher, Diane; Hoagland, Paul

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6951&id=ED438247







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