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CONSTRUCTING AND SCORING ESSAY TEST A. GENERAL TYPES OF AN ESSAY TEST
EXTENDED RESPONSE ESSAY ITEM - is one that allow for an in-depth
sampling of students knowledge, thinking processes, and problemsolving behavior relative to a specific fact.
RESTRICTED RESPONSE ESSAT ITEM – is one where the examinee is
required to provide limited response based on a specified criterion for answering the question.
A. LEARNING OUTCOMES MEASURED EFFECTIVELY WITH ESSAY ITEMS
According to Gronlund and Linn (1990), there are 12 complex learning outcomes that can be measured effectively with essay items. These are the abilities to:
Explain cause- effects relationships;
Describe application of principles;
Present relevant arguments;
a) Comparison of the phenomena in general 1. Who wrote the novel. 1. • Explain method and procedures. . The legal system of the Mesopotamians was anchored on the principle of an eye for an eye. B. Why did Hemingway describe in detail the episode in which Gordon. What does this principle mean? a) Summary of text or some portion on it. • Integrate learning in different areas. organize and express ideas. engages the oncoming enemy? I.in which a basis foe evaluation or judgment is suggested 1 1. APPLICATIONS ➢ It should be clearly understood that whether or not a question requires applications depend on the preliminary educational experience. and if these learning outcomes are included in the table of specifications. • Create original forms. SPECIFIC TYPES OF ESSAY QUESTIONS I.CONTENT VERSUS EXPRESSION-It is frequent claimed that essay item allows the students to present his/her knowledge and understanding. More often or not. A. What is the chemical formula for sodium bicarbonate? 2. UNDERSTANDING a) Comparison of two phenomena on a single designated basis. and • Evaluate the worth of ideas. factors like expression. Compare 19TH century and present-day Filipino writers with respect to their involvement and societal affairs. a) Explanation of the use or extract meaning of a phrase or statement. lying wounded. spelling and the like are evaluated in relation to content. “The Last of the Mohicans?” a)SELECTIVE RECALL. Which method of recycling is the most appropriate to use at home? I. • Describe the limitations of data. Who among the Greek philosophers affected your thinking as a student? 2. RECALL a) SIMPLE RECALL 1. If the teacher has attempted to develop students’ skills in expression. tooth far a tooth. assessment of such skills is just right and valid. 1. 1. grammar.Formulate tenable hypotheses. What is the central idea of communism as an economic system? a) Statement of an artist’s purpose in the selection or organization of material. • Produce. Compare the Philippine Revolution of 1896 with that people’s of the Philippine Revolution of 1985. • State necessary assumptions. 1.
Trace the events that led to the downfall of the dictatorial regime of Ferdinand Marcos. 1. ANALYSIS 1. A researcher reported that the teaching styles correlates with students’ achievement about 0.EXAMPLES OF ESSAY QUESTION BASED IN BLOOM’S TAXANOMY . OR RELEVANCE OF STAEMENT. APPLICATIONS OF RULES/PRINCIPLES IN SPCIFIED SITUATIONS. Some radical Filipino historians assert that the Filipino revolution against Spain was from the top not from below. What question should parents ask their children in order to determine the reasons why that join fraternities and sororities? I. Why does frequent dependence in penicillin for treatment of minor ailment results in its reduced effectiveness against major innovation of body tissues by infectious bacteria? A. 1. a) DISCUSSION 1. Why was the Propaganda Movement a successful failure? A. CORRECTNESS. Using the same observation. Identify three examples of the uses of the hammer in a typical Filipino home. JUDGMENT a) DECISION FOR / AGAINST 1.A. what conclusion is possible? A. CAUSE/EFFECTS 1. Would you weigh more/less in the moon? Why or why not? A. Why did Fascism prevail in Germany and Italy but not in Great Britain and France? 2. Former president Joseph Estrada was convicted for the case of plunder by the Sandigang Bayan. 1. STATEMENT OF RELATIONSHIP 1. Why does Hamlet torn by conflicting desire? 2. Prove or disprove this statement. Nature is more influential than the environment in shaping an individual’s personality. Comment on the adequacy of the evidence used b the said tribunal reaching the decision on the cased filed against the chief executive of the country. a) FORMULATION OF A NEW QUESTIONS 1. REORGANIZATION OF FACTS A. Should members of the Communist Party of the Philippines be allowed to teach in college or universities? Why or why not? 2. a) CRITICISM OF THE ADEQUACY.75. ILLUSTRATION/ EXAMPLES OF PRINCIPLES 2 1. What should be the focus of researches of education TO explain the incidence of failure among students with high intelligence quotient? 2. What does this correlation mean? A.
handling complicated ideas and writing. 2) Use simple words which will convey clear meaning to the students. GUIDELINES FOR CONSTRUCTING. APPLICATION • Give at least three examples of how the law of supply operates in our economy today? A. A. INSTRUMENT RELIABILITY D. EVALUATIONS AND USING ESSAY TEST 1) Limit the problem that the question possesses so that it will have a clear or definite meaning to most students. READER RELIABILITY C. A. like organization.OF COGNITIVE OBJECTIVES. ANALYSIS 3 • Explain the causes and effects of the People’s Power Revolution on the political and the social life of the Filipino people. INSTRUMENT VALIDITY I. 9) Write questions about the material s immediately relevant to the subject. SYNTHESIS • Describe the origin and the significance of the celebration of Christmas the world over. SOURCES OF DIFFICULTIES IN THE USE OF ESSAY TEST T h e r e a r e f o u r ( s o u r c e s o f d i f f i c a r e l i k e l y e n c o u n teachers in the use of essay test (Greenberg et al. A. score for each question for all students. 7) Without knowledge of the student’s name. 10)Make a gross judgment of the relative excellence of answer as a first step in grading. 5) Prepare questions which require considerable thought. 19960) and they are enumerated are as follows: ➢ 4 u t ) l e t r y e t d h b a y t A. QUESTION CONSTRUCTION B. “I had just crossed the bridge? A. COMPREHENSION • What is meant when a person says. but which can be answered in relatively words. KNOWLEDGE • Explain why Egypt came to be called the gift of the Nile. 4) Use the essay question for purposes it best serves. within a reasonable idea and writing. 3) Prepare enough questions to sample the material of the subject area broadly. I. 11)Word a question as simple as possible in order to make the task clear. 6) Determine in advance how much weight will be accorded each of the various elements expected in a complete answer. 8) Require all students to answer all questions on the test. .
SCORING ESSAY TEST A.In this type. Handwriting 2. 4 14)Do not construct a test consisting of only one question. the essay is scored in terms of each components A. DISTRACTORS IN SCORING ESSAY TEST 1. in advance a detailed ideal answer.In this type. 3. Grammar 4. 13)Do not make a generalized estimate of an entire paper’s worth. Style 3. Reread essay answers a second time after initial scoring. 2. Neatness A. GUIDELINES IN SCORING ESSAY TEST TO AVOID SUBJECTIVTY 1. rather than grading each total separately. HOLISTIC SCORING.METHODS IN SCORING ESSAY TESTS 1. Decide what factors constitute a good answer before administering an essay question. Explain these factors in the test item. ANALYTIC SCORING. 2. Read all the answers to a single essay question before reading other questions 4. Knowledge of the students 5. 2. a total score is assigned in each essay items based the teacher’s general impression or over-all assessment. A.12)Do not judge papers on the basis of external factors unless they have been clearly stipulated. I. It is critical that the teacher prepare. 5 Constructing and Scoring Essay Test Download this Document for FreePrintMobileCollectionsReport Document Report this document? Please tell us reason(s) for reporting this document Top of Form 2d520a2cb11902 doc Spam or junk . TWO WAYS OF SCORING ESSAY TEST 1. Student papers should be scored anonymously and that all answers to a given item be scored one at a time.
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Essay Scoring Manual
Copyright, Board of Regents of the University System of Georgia, Atlanta, Georgia, 30334,© 1990. All rights reserved .
This manual has been compiled to provide information about the scoring of essays written for the Regents' Testing Program of the University System of Georgia. The first section of the manual (Information for New Raters) contains information that should be read by new raters of Regents' Testing Program essays. Any questions about the information provided in this manual should be referred to the Regents' Testing Program office.
Table of Contents: SECTION I - Information for New Raters
Introduction Instructions for Scoring Regents' Testing Program Essays Description of Essay Scoring Procedure Model Essays and Analyses of Model Essays Questions and Answers on the Rating of Regents' Test Essays Examples of Rated Essays Practice Essays
Ratings for Practice Essays General Description of Procedures at Scoring Centers Instructions for Completing Expense Statements and W-9 Forms Procedure for Recording Ratings Handling Problems SECTION II .Miscellaneous Materials List of Approved Essay Topics Development of Instructions to Raters and Selection of Essay Topics Procedures for Maintaining the Anonymity of Essay Writers Schedule of Regents' Testing Program Activities Scoring Sites and Selection of Raters Sample Rater Performance Report and Summary Regents' Testing Program Policy and Procedures Policy Administrative Procedures Procedures for Special Administration (Students with learning disabilities or test anxiety Dictionary Use Suggestions for the Essay Review Process Overview of the Regents' Testing Program The Content of the Regents' Test: The Reading Test The Essay Test Administration and Scoring of the Regents' Test: Administration Scoring the Reading Test Scoring the Essay Test Score Reporting .
contrasts with the analytic grading commonly used in essay evaluation. Rules governing the payment of expenses and instructions for completing expense statements are provided in "Instructions for Completing Expense Statements and W-9 Forms". holistic rating. This approach. RATINGS MODELS 4 4/3 3 3/2 2 2/1 1 . by definition. The essays are rated on a four-point scale in which "1" is the lowest score and "4" is the highest score. Raters are paid an honorarium and are reimbursed for allowable expenses for each scoring session they attend. These instructions include the "Description of Essay Scoring Procedure". This description includes additional instructions for raters and should be useful in helping new raters understand the operation of a scoring center. fall above or below a model. It is essential that all raters be thoroughly familiar with the instructions that are provided in the first section. but evidence indicates that holistic rating is much faster and produces more uniform results. The first section of the manual is provided specifically to help new raters of Regents' Test essays become familiar with the procedures that are used to rate these essays. new raters should practice by rating the essays provided in the "Practice Essays" section. The model essays represent borderline cases. The procedure for recording essay ratings on the computer-scanned rating sheets is given in "Procedure for Recording Ratings". Each quarter. each essay to be rated must. The sample essays and their ratings illustrate how the essay rating procedures are applied to a variety of essays. and the "Questions and Answers on the Rating of Regents' Test Essays". the model essays and analyses. return to table of contents Instructions for Scoring Regents' Testing Program Essays Description of Essay Scoring Procedure Raters should read each essay quickly to gain a general impression of its quality in relation to the model essays and assign a rating based on that comparison. New raters should read the set of sample rated essays provided in the "Examples of Rated Essays" section.Information for New Raters Introduction This manual has been compiled to provide information about the scoring of essays written for the Regents' Testing Program of the University System of Georgia. After reviewing the sample rated essays. Ratings for these essays are given in the "Ratings for Practice Essays" section. The general procedures employed at the scoring centers are described in "General Description of Procedures at Scoring Centers". all raters receive a copy of these instructions to review before the scoring session and to use at the scoring session.
but may not be particularly vivid or sharply observed. to make careful use of effective transitional devices. The essay reveals the writer's ability to select effective. appropriate words and phrases. but seldom -. • The "4" essay has a clear central idea that relates directly to the assigned topic. specific evidence or details that arouse the reader's interest. but lacks distinction. it contains a limited vocabulary so that the words chosen frequently do not serve the writer's purpose. everyday words are used inaccurately and unidiomatically. The essay has a central idea related directly to the assigned topic and presented with sufficient clarity that the reader is aware of the writer's purpose. The testing subcommittee of the University System Academic Committee on English attempts to choose models by using the following definitions of competency. syntax is frequently rudimentary or tangled." An essay worse than the "2/1" model becomes "1. F. simple sentences and the incoherence caused by long. although it realizes that these definitions are by no means exhaustive. It contains most of the qualities of good writing itemized above. The organization is clear enough for the reader to perceive the writer's plan. The essay is essentially free from mechanical errors. everyday words accurately and idiomatically and generally avoids both the monotony created by series of choppy. sophisticated sentences. Although the essay may contain a few serious grammatical errors and several mechanical errors. incoherent. it does not develop its points or develops them in a repetitious. consistent tone. D. The essay may contain a few errors in grammar and mechanics. The "1" essay has any one of the following problems to an extraordinary degree or it has several to a limited degree: it lacks a central idea. The "2" essay meets only the basic criteria.really felicitous.if ever -. and those in a minimal way. ordinary. they are not of sufficient severity or frequency to obscure the sense of what the writer is saying. The writer uses ordinary. The examples and details are pertinent. • • • return to table of contents . appropriate tone. it contains no serious grammatical errors. They should not associate the ratings with the traditional grades A. and the ideas are expressed freshly and vividly. or illogical way. and to maintain a consistent. it contains several serious grammatical errors." An essay better than the "4/3" model becomes "4. The writer adopts an appropriate. B. it lacks a clear organizational plan. They should not rate in terms of their usual grading standards or some abstract standard. C." Note carefully that raters should compare the essays they read with the models. The essay generally differs from a "4" in that it shows definite competence. The major points are developed logically and are supported with concrete. The essay has a clear organizational plan. tangled sentences. The "3" essay has a clear central idea that relates directly to the assigned topic. or the essay is so brief that the rater cannot make an accurate judgement of the writer's ability. An essay better than the "2/1" model and worse than the "3/2" model would be rated "2. it contains numerous mechanical errors.One model essay represents each dividing line. to write varied. The paragraphs coherently present some evidence or details to substantiate the points. the word choice is generally accurate. it does not relate directly to the assigned topic.
and for that matter to keep running. "concluding this. or even the family as a whole. the nextto-the-last sentence of the essay violates the unity and coherence of the paragraph in which it appears.2/1: TOPIC: WHY WOULD YOU LIKE OR DISLIKE OWNING YOUR OWN BUSINESS? Going out of Business Sale! Signs of this nature can be seen everywhere. and no errors in diction that block communication. Finally owning a business can be stressful. Today statistics show that four out of every six businesses fail within the first year. The second reason not to start my own business is the high cost of starting a business. and the essay has an interest-catching opening. The first thing one has to do is find a place to put the business. when working for someone else is a lot safer. Being ones own boss can be stressful to her or him by the way of having to make all of the important decisions. some words and phrases are repeated excessively. and merchandise to fill the building has to be purchased. Model #2 . the third paragraph is reasonably coherent. the essay contains only a few serious grammatical errors. logical. The essay is not a clear "1" because it has a central idea that directly answers the question raised by the topic and that is developed through a clear organizational plan. and extreme stress.3/2: TOPIC: DISCUSS THE INFLUENCE THAT ADVERTISING HAS HAD ON YOUR LIFE OR THE LIVES OF YOUR FRIENDS . The chief reason I would not want to start my own business is the great risk of failure. Lots are very expensive. although blatant and conventional. Those are not very good odds for one just starting his or her own business. several phrases are unidiomatic. Then a building has to be built." a dangling modifier. no spelling errors. or can cause stress at home. the second sentence of the fourth paragraph contains a jarring shift in construction. and in the first sentence of the last paragraph. the transitions are clear. because of the extensive risk. I personally don't think that owning a business is worth the risk. Today opening up a business can be scary. high cost. throughout the essay the point of view vacillates between the first person and the third. The stress at home can be very detrimental to the marriage. Analysis: The essay is not a clear "2" because only the third paragraph is adequately developed.Model Essays and Analyses of Model Essays Model #1 . Concluding this owning a business is just one big headache. and free from repetition. On the other hand some people are very successful. is particularly confusing because "this" lacks a referent and the phrase is not set off with a comma. Businesses take a great deal of money to get started. and they got that way by taking the risk of owning their own business. the syntax is neither consistently rudimentary nor hopelessly tangled.
There are ads for hamburgers. My friends and I sometimes feel that if the clothes look good. According to the Cadillac commercial. adequate development. pizzas. word choice is accurate and punctuation correct. With the exception of the overuse and misuse of "good" in paragraph three. a car can not be elegant unless it is a Cadillac. and the conclusion is a gratuitous restatement of the opening. and the food we eat. The cars we drive. even to the point of repetitive visits? Each individual has his own reason. Of course. financial statuses. Michelob wants us to put a little weekend in our week. Pizza Inn gives us more of the things we like. advertising influences our eating habits. but there are a few common to all. Transitional phrases are either non-existent or uninspired." Although the central idea is related to the topic. the extraneous comma in paragraph two. Everyone wants to be an Oscar Mayer hot dog. hotdogs. Magazine ads are very similar to television ads. but fails to attain the "definite competence" of a "3. and the point of view and tone are generally consistent. Advertising influences the cars my friends and I drive. candies. then they must be made good. The television commercials paint an unrealistic picture of how good life is once you own their product. Analysis: The essay demonstrates more than the "minimal competence" of a "2" essay. Finally. the latter being lightly ironic. . Why the fascination with these places. The essay rates above a "2" because it has clear organization. this idea is not always in clear focus: details. beer. shapes. merely the thesis divided into two sentences. cakes. Advertising has an influence on the cars we drive. and the necessary comma omitted from paragraph four. and the food we eat are all a result of advertising. describe more the appeals than the effects of advertisements. With ads like these facing us every night who could resist? In conclusion. For example. and parallel structure. Grammatically the essay is altogether sound. I'd like to say that advertising influences the way everybody lives. in vast numbers each year into such amusement parks as Disney World and Six Flags. the clothes we wear. The people at Burger King treat us right. Here in a makebelieve world can be found something for everyone. the clothes we wear. sizes. Television and magazines show hair-thin models wearing different articles of clothing. The ads for Jordache or Calvin Klein are a good example of this fact. and the list keeps going. Details are vivid.Advertising has a large influence on my life and the lives of my friends. People of all ages. The opening paragraph has no introduction. Model #3 . Magazine ads show beautiful women and handsome men gathered around an automobile. particularly in the second paragraph. Advertising has an influence on those clothes we wear. one of the commercials for Volvo implies that a person doesn't have class unless he drives a Volvo. and imply that the reader can be like the people in the ad. and interests pour.4/3: TOPIC: DISCUSS WHY PEOPLE ARE FASCINATED BY AMUSEMENT PARKS SUCH AS DISNEY WORLD AND SIX FLAGS. relief is spelled Rolaids. We also hope the clothes look as good on us as they did on the models. occasionally novel.
"technological" is misspelled. seeing of course only nostalgic beauty in the "good old days. and punctuation is sometimes questionable. There are beautiful. dipping. here everything is pretty. because its points are undeveloped." "2. as often as wished." "3. and nicer than the real thing. The second paragraph lacks a clear focus -.observed. There are wild rides: twisting." and there are "1's" that are almost . then slow. but still a valid reason for amusement park popularity. and true-to-life (better than life?) amusements here also. The amusement parks provide this escape. because it is totally lacking in structure. flaky Napoleon of France. and the essay contains no grammatical or mechanical errors and only one spelling error. or a foaming cold beer served in a bier haus of Germany? All this. every day. with all the thrills and dangers of adventure in faraway places or daring escapades unavailable in everyday life." "vicarious. One can even return to the past.On stepping from a sometimes harsh. All in one package. the writer overuses the "there are" construction in the second paragraph." and handily passing over any unpleasant memories." and "4" essays? All of the discrete ratings cover a wide range of writing performance. The essay is better than a "3" because some of the details are sharply -or wryly -." one can do for a short while anything he desires. There are rides that take one through other countries. and more. but always with the knowledge that safety is only inches and seconds away. Cuisine of exotic foreign countries is presented in a fairly reasonable form for a decent price. and 4/3 models? Why don't we have models of "1. a delicate. So are seen two reasons for the tremendous popularity of the amusement parks. fantasy worlds. always works. the animals. is here for the price of a ticket. Why do we have 2/1. the writer turns some nice phrases. in the second sentence of the second paragraph. Tamer rides are available for the children of all ages who prefer their thrills in more sedate doses. 3/2. transitional devices are not used skillfully.given the variety of details contained in it. and always with the surety of a safe return! Threatening animals become friends. is the availability of food of many different types. clean. particularly the "1. Vicarious living. breath-taking. because it is off the topic. even into a mildly threatening outer space. is available at one price. There are very. now fast. For a few minutes one can live on the edge of danger. because it contains grammatical errors that frustrate the writer's attempt to communicate. showing the wonders in store for one as a result of the marvelous technilogical advances of mankind. and so on. and ends before boredom sets in. instant gratification is there. Of lesser importance." and "gratification". the writer manifests a certain sophistication in diction as reflected in the correct use of "sedate. and are totally predictable. Analysis: The essay is not quite a "4" chiefly because the organizational plan is rather ineffective. All need and desire escape from mundane lives. ugly world through the gates of a "magic kingdom. and the nostalgic vistas. clean. Where else could be tasted a bean-paste sweet typical of Japan. very low "1's. the writer might very well have gone on to discuss food along with the rides. Of less importance. return to table of contents Questions and Answers on the Rating of Regents' Test Essays 1. almost dangerous. the verb should be nearer its subject." An essay may be assigned a "1" because it is only one sentence long. The future can be attained in seconds. for one price. year-round.
and easy to get along with.passing. and plenty of money more often (or so it seemed) than they would talk about qualities of character such as honesty. 5. the essay should be failed. Seldom." or a high "3. if ever." and "4" do not cover so wide a range. 4. Many raters found themselves perplexed by the responses to the following twotopics: "Discuss the most important moral qualities an elected official should have. was an essay totally off the topic: a typical thesis sentence might read "My friends should be loyal." A tiny nudge could swing the balance either way. the diction were more appropriate." thought that corporal punishment was the same as capital punishment." The example would." discussed qualities of a good employer rather than a good employee. Defend or attack the statement. Many students who wrote on the topic "Children should never be disciplined by corporal punishment. are not so blatant. Much of the same was true of the former topic. the other involves the student who misreads or misunderstands the topic. an effervescent personality. a few students who wrote on the topic "Name two or three qualities which you feel a person should possess in order to be a good employee. however. What should be done with essays that are off the topic? We face two problems here. Although an explicit thesis sentence is perfectly acceptable. When raters find an essay that is completely off the topic. Misreading is more problematic. Similarly. If the essay is well- . be a low "3. the mechanical and grammatical errors were fewer. and 2/1 models are intended to represent a very fine borderline.of our students need one. or the coherence were improved. 2. On the other hand. it would receive twenty-five "1's" and twenty-five "2's." a middling "3. Must an essay have a thesis sentence to pass? Not necessarily." The 4/3. While "2. It would be a clear "2. Must the essay follow a set formula? No. When a writer misreads the topic this grossly. Most of the misreadings. integrity. it would be a clear "1" if it were a trifle weaker in any one of these aspects. many a good writer can make the implied thesis clear and can organize the essay well enough so that the reader can follow the line of thought without the writer's having revealed the organizational plan in the introductory paragraph. and charm." if. and many perhaps most . 3/2. if the 2/1 model essay were rated by fifty raters." "3. where students would talk about charisma. for example: a few more supporting details were supplied. What specifically does the 2/1 model represent? The essay chosen as a 2/1 model represents the absolute balance point between the "1" and the "2" essay. One involves the student who has a prepared essay and tries to fit it to the topic. intelligence. it would still be impossible simply to pick one model and say. but such an essay should not be failed out of hand. 3." and "What qualities of character do you regard as important in a person you would choose as a friend?" Students writing on the latter topic would blithely talk about how their friends should have good looks. The committee which selected the essay would hope that. "This is it. and trustworthiness. of necessity." The raters must penalize the essay for this type of misunderstanding. they must fail the essay. honest. intelligent.
7. 6. Doing so is not merely acceptable. Also. Students may handle the topic in the first person or the third person. given the topic "Do you agree with the goals of the women's liberation movement?" students may answer. "The goals of the women's liberation movement are valid. students could narrow the topic by discussing only economic issues. it is meritorious: "although the 55 mph speed limit costs motorists some time and encourages many citizens to break the law. but may state that they should have taken more courses in an area such as English or history. Students should not be penalized for narrowing the topic. and gasoline. 8. students do not have to discuss specific courses. the answer is definitely yes. the essay might well deserve one of the passing scores. For example. When the student deals with pro and con arguments but takes a clear stand on one side of the issue.written and the student does not seem to be deliberately evading the topic. be very patient with approximate statistics and with dubious uncles. For example. writers who say that the accident rate was cut in half when the 55 mph speed limit was put into effect weaken theirs. The rating is given at the . How should the rater react to obviously spurious statistics and obviously counterfeit examples? We must keep in mind that the student writing for the Regents' Test does not have access to an almanac or a set of encyclopedias. to the extent examples and statistics are incredible. Writers who say that the accident rate dropped by approximately 10% after the 55 mph speed limit was put into effect strengthen their case. and reduces the number and severity of accidents" is clearly more sophisticated than "the 55 mph speed limit should be retained because it saves money. Raters should. return to table of contents Examples of Rated Essays The examples of rated essays provided in this section illustrate how the essay rating procedures are applied to a variety of essays. lives. given the topic "What courses that you did not take in high school do you now wish you had taken?" students may state that there are no such courses and explain why. The question of whether the writer can both attack and defend an issue when the topic says "attack or defend" has been raised. given a topic which asks for a discussion of the goals of the women's liberation movement. At the same time. it should be retained because it saves lives. For example. raters must keep in mind that. How should we rate an essay of comic or satiric intent? Reward the successful and penalize the inept. the student who writes a good fence-straddling essay should be passed. regardless of the person in which the topic is stated. However. conserves gas." The student who simply attacks and defends without coming down on one side or the other does imperil the chances of passing." and continue in the third person. May the student modify the topic? Students may make reasonable modifications of the topic. they are rhetorically ineffective and thus lessen the essay's chances of passing. therefore.
Arriving on time also demonstrates the kind of eagerness that reminds interviewer's how determined we are to have a position with them. If chosen programming director of a major television network many changes would be implemented for the viewers. "Practice Essays. However. Rating . Answer questions thoughtfully and forcefully so as to be understood as well as heard. have ahead of us possibly one of the most difficult tasks left to master. a minimum amount of advertising benefits the viewer in which he can get a better understanding of the program. . Our sincere answers to questions may get us the position we are looking for. new raters should practice applying the rating procedures to the essays provided in the next section. Children would not have to view the daily soap operas because there would be special educational presentations just for them. Our sincerity. Punctuality means money to your boss." Rating . New raters should review each essay and its rating. secondly. our body language says alot about us. it is important to realize that knowledge alone may not lead to the occupation that we desire. After reviewing these rated essays. There would be more educational programs for children. In addition. and the essays are grouped in the order of the ratings.1: How does a person make a favorable first impression in an interview? We as college students. remains on the mind of the interviewer longer than any grading statistics that may appear on our resume.1: If you were made the programming director of a major television network. As we come to the crossroads. Punctuality is viewed by perspective employers as a very honorable quality. Shake your perspective employer's hand with a firm grip. during family viewing. Also.end of each essay. what changes in programming would you make? Explain. Also. Sincerity is one of the few impressions we leave and it may be the only side of us an employer has an opportunity to see. one of the first changes to be made in the television network is less advertising. There would be less advertising during the family television hours. these programs would be presented during the time most children are at home. The task of searching for a job may be made somewhat simplified if we take some time to consider that all-important interview. and more specifically the qualities we have demonstrated in the interview. for which our years of education have been directing us. There would be no interruptions every ten minutes between scenes. more educational programs would be provided during the children hours. The qualities most likely to allow us to have a second interview are punctuality and sincerity. there would be a cut back on the stereotype movies and advertising. Honorable in the sense that we are there out of a feeling of respect for the employer's time. Perhaps. some children might not get to see those programs. However. They would not have to watch those programs which relay violence. once we leave the office. A smaller amount of commercials would definitely give its audience more of the program. don't allow him to see you as a bad investment.
This cut back would eliminate sexist movies on television. First. female place is in the home. For instance if for 3 years the father.Although. Divorce creates problems with children that few couples or parents realize or understand.1: Should the government do more to discourage smoking? Why or why not? "The High Rate for Cancer Has Decreased Because Cigarettes are Off the Market" would be a nice headline if the government did more to discourage cigarette smoking and succeeds. Therefore. From birth to the first few years. These are some changes and practices which would be used to upgrade the programming of television. With the passing of time. This response also holds true if the parents are seperated and eventually divorced. This would include giving families more viewing time of programs. this would be a great benefit for the smokers. In addition. The government should do more to discourage cigarette smoking because this would decrease the high cancer percentage and help many people break their habit. If the government succeeds at it's effort to discourage cigarette smoking many people. Although the information is still inconclusive. Another change would be the limited number of stereotype pictures. would be very happy because they would no longer have to worry about trying to stop smoking. parents become a symbol in an infant's eyes. the viewer would not get ideas such as. The infant becomes dependent on the faces. many changes would be made. the only roles males and females play are sex symbols. The output of more educational programs for children would be implemented. There are many people trying to stop smoking but can not. exciting and influential experiences. but if cigarettes are removed. As the infant grows in to a child. mother and child has been living together as a . being a programming director of a major television network many major changes would be made to better television for society. because they would have kicked the habit and helped the cancer rate to decrease in the non smokers. then there would be one less item on market that does cause cancer. if the government succeeds at it's attempt to discourage cigarette smoking. life is filled with new. the child senses something wrong between the parents it will respond in some way. if the government does more to discourage cigarette smoking it would help many people kick the smoking habit. For years doctors and psychologists have been pondering the question of the effect divorce has on the offspring of a marriage. Familarization with the people and things in the surroundings makes lasting impressions. equally important is the cut back of stereotype movies. Also. even a very short time. Rating . I will attempt to define my feelings on the subject based on the first few lines of this essay. Rating . Second. If at some point. if the government does do more to discourage cigarette smoking it may succeed and there would be a tremendous decrease in the cancer percentage.1: What do you think are the major effects of divorce upon children? Discuss. the bodies that feeds loves and protect it. In conclusion. cigarettes are not the only items on market that cause cancer. Although. especially the smokers. The male place is outside doing a hard days work. the hands. it becomes more and more attached to its parents.
could spark a new and more tragic experience. the child will or could resent it. Adopting a child as a single parent would give the parent child relationship a stronger personalised relationship while building a more secure home invironment. The children would not be forced to choose sides if a parental argument borke out. I also realize that not all children respond or recover the same. Suddenly (in the childs eyes) the father disappears. While I realize that not all marriages work out. Children to trust people more if the person is not conterdicted. and strain of a divorce tend to play the biggest role in how a child will adjust afterward. This 3 year old child cant understand what's going on. There are emotional ties that could never be broken. Along with the confusion of "where is Daddy. you could be destroying the most precious thing(s) in your lives. hostility mental and emotional stresses. Rating . I'm sure we all know how attached most children are to their parents. he is big strong and protects mother too. Now that father is gone who will be there. parents should keep in mind what they are doing to thier children. As the study of divorce and its effect on children continue. While resentment maybe easiely overcome by a child of 3 years. So parents be aware of the consequences. Adopting a child is a big responsibility for both the child and adult. your children. However if a child understand what is going on or senses hostility between his parents he tends to be torn between them. father has watched over the family unit. With one parent. Apprehension about future fathers (step-fathers). When children feel closer to their parent. more and more people are becoming more independent on themselves. In todays society. they feel more secure. people are not taking the vows of marriage for the security of a mate. the childs loss of companionship could be more important. If this is suddenly lost. Do you favor such a policy? Explain why or why not. The child could resent his fathers leaving or resent his mother for letting him go. Children also feel that the time they spend with their single parent is more meaningful and advantages than if they were to have two parents. Single parents adopting children would also reduce the divorce rate by over 25%.family unit. But he knows and responds to his fathers absence. In turn. For 3 years. Father has been spending a great deal of time playing with talking to and holding this child. mental and emotional difficulties may not be. this could lead to longlasting if not permanant mental and emotional strain. If the problem continue to exist. he simply walkes out. Children do feel a closer relationship if they have one parent and one set of rules. Security for a single parent is very important to maintain with the child. This holds true for children of almost any age. resentment. the child feels secure about what is right and . While this is important.1: Some states now permit single men and women to adopt children. stress. the child will go through phases which will show that divorce affects him in some devistating ways. He may experience confusion. The security I spoke of earlier is one of the things that could have an impact on the child. The tension. Single parents feel more independent and directly teach their children how to become more independent on themselves. A single parent would be able to offer a child more attention while not having to worry about the lost attention a mate may feel.
A child that is mistreated at school may come home looking for a good word from a brother. A brother or sister at home can mean having someone to talk to and share good times. When a child is without a brother or sister. Older brothers and sisters play a major part in how the younger child grows up. In the homes of today. A policy of a single parent is one that should also be supported by the government. Not having brothers and sisters can lead to a lonely life. Marriges are failing at a rate of 50%. people are reaching out for care and guidence that a single parent could offer. they can confide directly to their single parent. They also understand that their parent wanted them more than a mate. People do not need to put themself through these needless hardships. People have even been know to steel children. An older brother can be there to show little things like how to treat guests or the difference in respect or rudeness. Rating . Many children do things without knowing whether they did right or wrong. Growing up as an only child can Growing up as an only child can be very lonely. The children are also able to develop faster with emotions that they share with one parent. . A divorce puts untold amounts of strain on children as well as parents. The fellowship of a family plays a vital role in how a child creates an idea of how to treat others around him. If there is no brother or sister then the emotions can stagger and create an obstacle in the child's social life. A big brother showing a little brother how to play baseball or how to build a treehouse is an example why a brother is important. Brothers and sisters hold the true meaning of friendship and love. People will go to almost any length to get a child including marriage. Children understand that they can get enough love from one parent. The influence a brother and sister have on another brother and sister can be important in the outcome of each other. Many children today need the companionship of a brother and sister to keep them in line. A big sister showing a little sister how to cook or fix supper can show the need for a sister. It is better to have brothers and sisters than to be an only child. Growing up means learning to cope with those around you and learning from your brother or sister what is the difference between right and wrong. Having an older sister can mean the difference between knowing proper manners or not. Loneliness can lead to emotional problems throughout a child's life. Single parents represents the one personal intructer without the conflict of an emotional family unit. The children do not have to worry about telling the mother or the father. Influence from a brother or sister can be important as a child. The spare time a child has should be spent with brothers and sisters. there seems to be missing a large part of what life is all about. Love many times comes from brothers and sisters. Children are respecting and understanding why their mother or father did not get married. Many times a younger brother or sister will act as the older brother or sister did. A big brother who is a big standout at school can play a large role in how a younger brother strives to do as he is growing up. Single parents do not face the pain involved in a divorce which ends up making the children pick sides.what is wrong.1: Is it better to have brothers and sisters than to be an only child? Explain. because older sisters seem to teach the younger ones how to act at the table or how to act while company is present. Growing up with brothers and sisters is important to a young child. People are trying many different ways to have a child of their own.
and whose walls reflect a myriad of illusions shaped by dancing flame. With today's large population. hoping that maybe it will last longer than the last time it came around with all of its different and interesting colors. During this time of year. Rating . and low energy supplies much improvement is needed on our present agricultural production systems to meet the needs of the world. As a spoiled child gets older. then the demands for earthly possession get greater. Today's food requirements for the world are higher than ever before simply because there are more people than ever before. the amount of land available for production does not. and even red. surrounded by the calming warmth of a house whose firplace exudes a lazy contentment. More food must be produced on less land. not many people are seen about the streets. Agricultural researchers have done much work in this area. If a want goes unanswered. An only child can not know the meaning of sharing without growing up with a brother and sister. Nonetheless. The air is cool and a great relief from the hot. A spoiled child is obviously the lack of a brother or sister as a companion. Sharing with someone else can mean respecting other people's feelings. The company of brothers and sisters is important to a young child while growing up. Spoiled children sometimes take longer to mature because of the lack of guidance by a brother or sister. They . Agricultural researchers make a worthwhile contribution in society in that they are constantly coming up with new and better methods to produce the food required by the world.Being an only child seems to produce a spoiled person later in life.2: Choose a profession whose members make a worthwhile contribution to society and discuss the benefits that society receives from members of this profession. Agricultural researchers are the answer to the problems. and onto beaches filled with noises such as loud music. Without food people cannot live long. This cool air. instead. or just hanging out on corners. The child that gets anything he wants grows up wanting more than he truely needs to survive. Children that growup as an only child seem to receive everything their hearts desire. Spring is for the birds. Their coats change into different hues of yellow. personally. Children who do not have brothers and sisters do not respect other people's possessions. After this transition has taken place. While the population grows. Even the trees look calm. and its "calmness". I hear no noise and its so easy to imagine that there's only me and the trees. if anything the amount gets smaller. Even Winter fails to compare favorably in my mind because that beautiful blanket of white becomes dirty and temperatures grow harsh. then a child may began to look for other ways to get these things. A child without a brother or sister won't share because sharing with others has never been experienced as a young child. look forward to Fall each year. taking walks alone and enjoying the sights and stillness of Fall is enough to calm and relax the soul. makes people want to stay inside. high costs of production. especially mine when I need it. influence and sharing of possessions are reasons why having brothers and sisters is important for a child. Rating . the trees begin to shed these beautiful colors until they are naked and asleep. orange. I. still air of summer which brings people out of their houses and into the streets. While I walk. Loneliness. swimming pools.2: Which of the four seasons of the year appeals to you the most? Why? Fall appeals to me most because it seems to be the "calm" season. One necessity of life for living things is food.
The work still goes on. of course. which pump water from the ground. I also want a friend who is honest about his emotions or feelings on a subject.have developed the practice of triple-cropping. For example. Although this I do consider important. The main way Ag. The term loyalty. I want a friend who will tell me how he feels even if it might hurt my feelings. loyalty.2: What characteristics do you regard as important in a person you would choose as a friend? The Qualities in My Friends The characteristics that I look for in a friend do not hinge upon that person's appearance or physical prowess but that person's inner self. means someone who would stick by me when my convictions were on the line even if it meant he would also be rediculed by the majority. The qualities I consider most important are honesty. They have captured the rays of the sun to dry crops and heat livestock facilities. researchers have tried to deal with high production costs is by increasing production sharply so that the farmer will recieve more money. With all the other problems facing them. I would not like to cover up for a friend I saw stealing from a store or from someone else. Agricultural researchers have done much to improve our production methods. Although there are many more characteristics that I look for in a friend these are the ones that I consider most important. and improved feeds that tend to make livestock grow at faster rates have been produced. the world's needs can only be met with new and improved methods. These qualities show to me a well rounded person. Another important quality that I look for is loyalty. which is producing three crops in one year on one field. They have used the wind to power machines such as windmills. The characteristic that I consider most important is kindness. When I look for honesty in a friend I. The sky is the limit for agricultural researchers. This I believe shows a person of great inner strength. Rating . Agricultural researchers have developed methods of crop production where once the crop has been planted you do not need to go back into the field until harvest time. Farmers of today have a real problem in trying to deal with the higher costs of production. Our old agricultural production practices are a thing of the past. Kindness. They have invented tractors and machines that are more fuel efficient or run off of alternate forms of fuel. The practice of fertilizing the soil has been developed to provide more nutrients for the crops. A person who would go well out of his way to see a sick friend is a person that I would consider kind. is also someone who would go to comfort a friend who had a relative die or care for a sick animal even though it was not his own. and kindness. to me. to me. Improvement is a necessity if the world is to survive. . agricultural researchers must still work their way around today's dwindling energy supplies. look for someone who does not cheat or steal. The qualities that I look for in a friend are the ones that take time to find.
" On every campus students wore ragged blue jeans with at least one patch. Once we are adults we try to become a bit more subtle about our wanting things. Discuss. We also want to belong to the country club because we need a good workout on the golf course now and then.And what mother did not gasp at the revolutionary styles so-called "Flappers" donned? However. I doubt if the outcome had anything to do with being "lazy" or "lacking discipline. As children our sense of competition shines through at a very early age." . What a better world this would be if everyone would revel in another persons' "spring. I believe this is to be true. "undisciplined. despite previous predictions to the contrary.2: "The current generation is lazy and lacks discipline".2: "As we grow older. Surely there will be more generations in the future prematurely judged." Do not be so quick to stereotype and find fault with generations yet to come. this very same generation faced a great depression just ten years later. We want the 165. but not because our friends from college are living in expensive homes. This "competitive sense" continues as we grow. Only as children their toys were not priced so high. All in all people grow-up and end up just spending more on their toys. because they have a sense of competitiveness that tells them to be the best. our toys begin to cost more. The "Roaring Twenties" era is a good example of a generation of people wrongly accused as lazy and undisciplined. The great "Prohibition" of 1919 did little to stop the consumption of alcohol. we just find better ways of making what we want seem practical." An even more recent example of a generation "gone bad" is the "sixties. None of us really ever outgrow our sense of wanting to have the best things. usually a peace sign. Eventually each generation becomes productive. Somehow they survived and became a better people for it. It is no longer money on toy cars now it is sports cars. designer clothes. Each generation has been accused of being lazy and lacking discipline at one time or another. and even at the early age of 16 we begin to dream of having that new Corvett." It seems in this day and age people are relying more and more on material things. Music of that generation was acid rock and anti-war. Someone once said "For every time there is a season". It becomes important to us when we begin to play with the other children on the block that our barbie dolls or toy guns are as nice as theirs.Rating . Defend or attack this statement. and unjustly labeled "lazy". This generation grew-up. "As we get older. but not because our neighbor belongs to it. It is not money for a big new doll house but money for that expensive new home in the best subdivision. Many families were ruined financially and the poor were even poorer. men wore long hair. many of them whizzing us into the computer age and forging the fields of technology. Girls wore short hair. too. People do this when they get older for the same reasons they did as children. our toys cost more". We move on to wanting even better things such as ten-speed bikes. The older people wondered what to think of this new "lazy" generation that "lacked" discipline.000 home in Martha's Vineyard because it would be a good investment. It is very important to some people to gain prestige by owning a new sportscar or an expensive home. Speakeasy saloons became easily accessible -. Rating .
On a rainy day two kids were out joy riding when their car skidded beneath a tractor trailer rig. I would much rather my family remember me as a human being as opposed to a vegetable.3: How do you expect your college education to change the rest of your life? Discuss. Through my college education I am gaining more self-confidence and higher self-esteem which contribute to good oral communication. For my friend's brother is still hooked up to that cold machine and he always will be. The knowledge I have gained through English 101 and English 102 has already improved my skill in written communication. The impact killed the driver instantly and sent the passenger at the age of seventeen into a coma. I feel confident that with these added skills and the college education I am working toward that there will be promotions in my job future. An essential part of being a good secretary is having good communication skills. Rating . and as a member of my community. Based upon this personal experience it is an easy choice for me to sign the "Living Will" document and give it to my family. sometimes crying and sometimes trying to laugh. All this family wants is for their son and loved one to die so that he may go to heaven. I have very strong feelings for this issue based upon personal experiences. It has been almost five years since that horrible day but none of us are over the shock of it.D's) and are assigning me additional responsibilities as a result. Quite often I am tasked to write letters for my organization but more often I am expected to change or rearrange a letter. Some vital organs had been smashed and he cannot function on his own. . Having a college education can be beneficial to anyone regardless of his/her chosen profession. Because I began my college education in mid-life and am happy with my job situation. I am learning to better communicate orally through interaction with other students as well as with college professors. I have witnessed their daily visits turn into weekly ones and their weekly ones into monthly ones.Rating . My co-workers have learned to trust my ability more (even those with Masters Degrees and Ph. I have watched that family suffer more than any one family ever deserves too. a wife and mother. When I went to the hospital with my best friend we saw her brother hooked up to some kind of machine that had tubes running everywhere. a presentation or other material written by a co-worker. There were some in his nose. This task requires not only skill in correct writing procedures but that and good oral communication as well. I do however expect my college education to change the rest of my life as a secretary. My friend and I stood there for hours staring in disbelief. I do not expect to make a major career change.3: The "living will" directs a person's family and physicians not to keep that person alive by artificial means if that person were to suffer a totally incapacitating disease or illness. For I would never want them to have to suffer every day like my friends family. Would you consider signing such a document and giving to to your own family? Why or why not? Beyond a shadow of doubt I would sign a "Living Will" document and give it to my parents. Four years ago there was a terrible car wreck that took place in a small town in Southeast Georgia. To me the choice is an easy one that I made several years ago because of an incident that involved my best friend. He will never speak to any of us or hear or see us. some on his arms and there were even a few in his legs.
Marlene's success is not a mystery: she wins because she possesses the qualities of a good leader. and as a community member. as a wife and mother. Harvey Williams. In addition to accepting responsibility and completing the obligations required. and in college she led student government for three years. had an appendectomy. As a representative of our neighborhood organization it is often necessary to speak with government officials and representatives in order to get an ordinance passed or to get other desired neighborhood projects approved. In the tenth grade. government and economics will be helpful. College thus far has broadened my outlook. She organized two teams of workers to build frames after school and divided the whole class into three groups who took turns on weekends. As a result we won First Place. Here again I am sure knowledge gained in communication. My husband is also an evening college student. For example. Needless to say. Rating . Accepting responsibility means being able to carry a project through to completion. What I didn't know at the time was that Marlene had promised Mr. made me a better communicator. With her flatnose and thick glasses. As a wife I have already begun to see the effects of gaining a college education. Although I do not plan a major job change as a result of my college education I am sure I will reap the benefits of this education in all walks of life but especially in my present job as a secretary. junior. the boy in charge of the Sophomore Class Float. Marlene took over as float chairman. museums and art shows together. We completed the float four days ahead of schedule and had plenty of time to make changes in the final form. that she would build a Vandegraf generator for the science fair. when the paper mache walls on our tenth grade float fell over. Marlene immediately turned a wheelbarrow upside down as a . This gave us a perfect textured wall! Just before the parade. including the goat used as team mascot. I expect that speech classes taken in college will help tremendously in this area as well as assertiveness training and economics. when to seek advise from a counselor and other problems than can be overwhelming to a new college student. and given me a better understanding of the world around me. I will be able to advise them on curriculum choices. she was the ugliest member of my highschool class. Many times there are workers who seem to be waiting for a leader. Our interest in music and art has broadened and we now enjoy attending plays. she also won first place in the fair competition. But Marlene was chosen president during her sophomore. Stevens.3: Analyze the qualifications in a person who wishes to be a leader Marlene Rubenstein would lose a beauty contest to an army boot.As a mother my college education will help me to better understand my children and the various problems they will encounter growing up and working on their own college educations. Although many qualities contribute to leadership. We have begun to communicate better and to understand each others problems in regards to attending college and working. Marlene had us dip pillow cases in wet flour and hang them on ropes stretched horizontally between the wooden pillars. In a community and in a church there is always more work to be done than there are workers. Marlene's major assets are her ability to accept responsibility and her resourcefulness. I later discovered that Marlene got up each morning at 6:00 to work on her science project. and senior years. Marlene could always be counted on to solve problems through her resourcefulness. we discovered a flat tire on the float wagon. the chemistry teacher.
Once in my seat. One must exercise great restraint in such a situation. Test me if you dare. From home to train to class and back again. At the breakfast table. but my umbrella thwack got me to the Olympic trials. I now have only to sprint back to the transit station to qualify for a Presidential Sports Award. With incredible manual dexterity I manage to exert sufficient force to move the turnstile one notch. same inherent obstacles. fingers clutching a moist little pile of coins. and from there into the train.fulcrum and had three boys use an extra four by four as a Jack while two of the others quickly changed tires! Marlene's resourcefulness. Raters . Rolling out of bed is my first warm-up exercise. Rating . I leap onto the platform.S.no butter.4: Should college students be required to take physical education classes? Why or why not? For the average college student. consider one day in the life of a commuting college student -. relieved only by the occasional squirm for a two hour lecture on "The Curiously Erotic Art of Chinese Footbinding. Having given my teeth a brush and a promise. of course. The trip from train into classroom is much the same -. So. like her willingness to accept responsibility. I don't usually brag. I leap into my Honda Civic and race to the Kiss-Ride parking lot. My bulging eyeballs rotate quickly in a muscular peripheral sweep of the station. return to table of contents Practice Essays Rating: 4 The following essays are provided for practice for new raters." (I love these new ethnic studies!) And no class would be complete without having to cope with a full bladder and an absolute necessity to take furious and copious notes. for I am poised. I exercise great restraint -. the now demure Pavlova. The classroom. formal physical education courses may prove to be too much of a good thing. offers exercise of a different sort. a person must be in shape. will bore one to extinction. made us respect her and want her as a leader. same exercises. I've got the biceps to prove it.me. My sphincter muscle has acquired a tone here-to-fore only written up in the medical literature.same muscles. Anyone who dares to monkey with my inner city paranoia risks a sound thrashing. There are certain core curriculum courses which. I'm not knocking physical fitness. Oh no. however. I enjoy my ten minute break. physical fitness is already inherent in the commuting college student. if allowed the full power of their existence. It is not surprising that Marlene is now running for the U. Raters should read and rate these essays and compare their ratings with those in "Ratings for Practice Essays". dry toast. Senate. Then. we have the intense isotonic exercise for the buttocks of sitting on them. I stretch my imagination as I creatively pair yet another Tshirt with my old reliable jeans. With amazing dexterity I run up a down escalator. you see. With moments to spare. Woe be unto the unsuspecting mugger who attempts to mug my mug. but for sheer physical endurance both required and acquired. ready and aware.
People receive Welfare benefits to help support their families. Welfare provides benefits for those who are unemployed and disabled. Sometimes it seems as if no one wants to solve this problem and heal an infectious wound. and even changes in personal habits may all play a role in the college experience. Also. they should not be receiving welfare. In the fall and winter everything across the land is golden brown. In the spring and summer the South is green with vegetation. the growing problem of racism scars our beautiful land. Many white people feel that blacks are subordinate to them because they were once slaves. these people will save the government money if they are able to work. Along the coasts of the Atlanta Ocean and the Gulf of Mexico one can feel the cool ocean air while walking on the sandy. Those who receive welfare get financial aid from the government. white beaches. Welfare should mainly be for the elderly. Furthermore. As a result. The welfare benefits help the people who have an uncurable illness. College can help to bring about many changes in an individual. and the examples of rated essays. Also. The area of personal eating habits is perhaps one of the most commonly . Some people that receive welfare benefits are unable to work. In the South children can play in the lush hills of Alabama. However. For many. it would be very unfair to force these people to work because they are receiving welfare. Essay 2: Should people on welfare be forced to work? Explain why or why not. their welfare benefits will be taken away. The mountains of North Carolina are everchanging with the seasons. >Essay 1: Discuss what you like or do not like about the South. not the young teenagers. But the evergrowing problem of racism scars our beautiful land. The South has many qualities which are both likeable and unlikeable. In addition. Many blacks think that white people owe them something because of something that happened in the past. People on welfare should not be forced to work because some are unable to work and they could lose their welfare benefits. perceptual changes. People on welfare should not be forced to work because some are unable to work and they could lose their welfare benefits. If the government finds out that they are working. the colorful landscapes and warm climate make the South an enjoyable place to live. when they need to attend the doctor their medical expenses will be paid for. and clothing expenses.with ratings different from those provided should carefully reread the scoring criteria. These people will have to pay the government a large sum of money on the welfare that they received. Welfare is for the betterment of the poor. the welfare benefits will help them to pay for food and clothing expenses. A person can read about racial riots in Georgia in the newspaper or can watch whites and blacks fight on Florida television stations. Intellectual changes. food. the government feels if they can work. Essay 3: Have your eating habits changed since you've been in college? Discuss. The landscapes and warm climate make the South an enjoyable place to live for many. people on welfare could lose their benefits if they are forced to work. One can experience racial prejudice from both blacks and whites while in the South. These benefits include provision for medical. To some people the land is one of the most likeable qualities of the South. Secondly. For many people one of the most unlikeable things in the South is the problem of racism. being on welfare has it advantages and disadvantages. Finally. the model essays.
Fortunately. has proven itself no myth in my own experience. Two main factors made this transformation take place so smoothly that I never even noticed it happening: the fact that everyone else did the same thing and the absolute absence of any type of measuring device such as a simple bathroom scale. I realized that I did not have to finish my green beans in order to have chocolate cake. with a lengthy conversation the outing may end. take baths nor live in a family environment. The movies have always been a common attraction.discussed changes observed in college freshmen. cheap or not. Yet. climbing. I now know that my mother will no longer watch over my shoulder to make sure I have eaten my carrots instead of slipping them to the dog. In my first four months of college life I tried to continue these habits which had been ingrained in me since the early days of strained spinach. This trend continued as evidenced by the boxes of candy and bags of potato chips lined up across our desks that gave a whole new meaning to the term "cramming. or pause if the restroom is being utilized. it becomes the nemesis of my hips. Well enough." referring to the tendency of college freshmen to gain weight. does not like to attend school. I had generally healthy eating habits. however. In it. a product of having lived with my parents all my life and being forced to eat my vegetables. savage. but when eaten in excess. Huckleberry Finn enjoys fishing. The movies for dating is always a premiere choice in ten. I seemed to come to this decision simultaneously with the rest of the girls in my freshman dorm. Because dating is an adventure. I feel better. monotony is not a lifestyle which is particularly appealing. there is a new toy in town called a video cassette recorder/player. since my first year at an institute of higher learning. Like Huckleberry Finn. "my treat" or "traditional" date has adjourned. Because the movies is similar to television it can be attended to anytime. The Adventures of Huckleberry Finn. the mind reflects on the evening as well as the pockets. Viewing television is like being at the movies." By the end of my freshman year I had gained close to twenty-five pounds. One can rewind. swimming and exploring. Soon the lobby of our building became a receiving line for the Domino's Pizza delivery man. and I perform better. The concept of the "freshman fifteen. he is quite clever and very adventurous. . is an exciting piece of literature to read. It is exactly like the movies with a few more advantages. When I began college. however. VCR for short. I have learned that I will have to take responsibility for my own eating habits. Mark Twain's. When the "dutch". tells himself that the evening went well sociable and monetarily. except that one has no commercials. rather a conventional solution in the rule book of dating. two hours of time to relax in each others presence and in that chronological sequence it allots time for the couple to segment their conversational speech patterns. Thus. This portrays him as an illiterate. it allows for a first-date couple. Thus the spender. I would not like to go to the movies for a date. Essay 4: Name some place you would not like to go on a date and explain why you would not like to go there. I will have to do that job for her. He. fast forward. I have also realized that when I eat better. as the freedoms of college became more apparent. unclean and aloof boy. I have also discovered that chocolate cake can be a wonderful thing when taken in moderation.
in the sense that it is not a physical or exploring outing. he may still find himself unable to keep any money to live on. intellect. Look at the statistics of compulsive gambling in Georgia when gambling is not even legal yet. horseback riding.The movies is a dying attraction. this viscous cycle of behaviors would be an easier trap to fall into than it already is. This money may be spent on the educational system. their families. Holding no type of adventure. If gambling were legalized. gambling has been a controversial issue within many state governments. The life of a compulsive gambler can be destroyed in so many ways. cannot be too thrilling. On the whole. It has its advantages providing it is a film which is going to be shown only once. but it shows that you withstood the challenge. the overall effects of gambling in the lives of however many compulsive gamblers there may be in Georgia would ruin these people. For many years. It is not challenging like dancing. That of skill. However. If a gambler borrows money to gamble or even to pay back gambling debts. it is monotaneous. You may have fallen off your horse or gotten your historical data confused. have chosen to legalize gambling as a means of additional revenue. They withdraw skills. What people fail to see is the destruction in the lives of the people for whom this entertainment becomes a habit they cannot break. fear of heights is damaging and knowing who invented the can opener. In cities such as Las Vegas and Atlantic City. How many more people would fall prey to gambling? How many more lives would be ruined? Besides the effects in the personal lives of gambling victims. he cannot provide for his family or himself and may fall deeper into debt with no way out. Dating is not specifically restricted to movie-going. But it provides a change of pace from being a "couch potato". Do Georgians want the mob or loan sharks roaming their cities? There is enough crime to deal with already without worrying about more coming in as a result of legalizing gambling. existing historical landmarks or going to a museum. the organized crime rate is astounding. such as Georgia. By far a limbo contest is for everyone. Some states. A man may lose his job because he is falling behind in office work worrying about where all his money has gone. rather general. but also his children and wife will be harmed by his problem. If the gambler loses all of his savings and no longer has a job. . intellect and endurance. public utilities or any type of community programs. Even though there may be some economical advantages to legalizing gambling in Georgia. In addition to its economical advantages. Other states. endurance and good commaderie. Essay 5: Should Georgia legalize gambling to raise more revenue? Discuss. slight boredom as well as that of a minor backache and hemoroidal symptoms. and their friends. This problem will not only affect him. Gambling can be a good source of revenue in some states by providing extra money that the government might not have had otherwise. gambling is also enjoyable entertainment for many people. (a fanatic television or movie viewer). its drawbacks prevail: reputation. another negative aspect of gambling is crime. a date should give one something to talk about for at least a week. such as Nevada. have not legalized gambling for many reasons including moral issues and concern about public welfare. These sort of outings are challenging mentally and physically. The question of the legalization of gambling is not an easy one. but a movie is primarily the first choice for many. mountain climbing.
However. Essay 6: If you were awarded an expense paid trip to any one place in the world. return to table of contents Ratings for Practice Essays Essay 1: . is because I would like to view it in my eyes as an adult. I want to travel down memory lane. I insisted on going to the local German public school.Rating 3 Essay 4: . Stories told about history through the eyes of older "experienced" individuals have always facinated me. Over these years. therefore I want to travel there and indulge in German conversation with older beer drinking men in bars. Why should Georgia allow people to possibly risk their lives. where would you go? Why? The world is full of many beautyful places.Georgia has had a good record of economy for many years.Rating 1 . I would immediately travel to Heidelberg Germany. I plan on traveling to those places which fill my mind with beauty and wonder. Just to see the people I've written too over the years would make my trip worthwhile. families. because Georgia does not need gambling to keep its economy alive. The reason I want to return to the city now however. homes. I know that the best cherry tree is off Romerstrasse. jobs. I would leap for joy. I want to meet up with my "old" friends and I want to use my German speaking skills. then they can always get on a plane to Atlantic City. but it always has been the culture and the language that has kept me interested in the country itself. I can speak German and would love to delve into a conversation with an older cultured Heidelberg person who would tell me its history.Rating 1 Essay 3: . if I were awarded an expense paid trip to any one place in the world. I was an adolescent then and all of my memories are detailed and happy. I've already spent seven years of my life in Heidelberg. the letters I've mailed and received have changed tremendously. buy "things" from the boutiques and camp along the river side. If I were awarded an expense paid trip to Heidelberg Germany. I would like to visit the bars. The letters I've received have also changed in the same effect. If gambling is so important to some people. Capturing memories and seeing old friends is great. The city of Heidelberg has always facinated me. Therefore now. When I lived in Heidelberg. I used to write about bubble gum and beating up boys but now I write about bourbon and kissing boys. Not only do I want to go to Heidelberg to capture old and new memories but also to hook up with old and make some new friends. I've been back in the states for eleven year but I've kept in touch with my German friends as this time has past. and safety over an entertaining pastime? The revenue is not worth it.Rating 2 Essay 2: . I know where the best fishing hole is in the Necker river and I know the quickest route through the wood to the Heidelberg castle.
Essay 5: . the rater should check to make sure that all 15 ratings have been recorded and that all essays have been initialed. The stack of essays is then returned to the Scoring Coordinator. the rater records on the essay scanner sheet the rater's identification number. answering any questions. A new rater records his or her name and address next to one of these numbers and uses that number for the current and all subsequent scoring sessions. the W-9 Form needs to be completed only once by each rater because the Regents' Testing Program office keeps the W-9 Forms on file. the rater writes his or her initials on the upper left-hand corner of the essay. who is responsible for conducting the session. All scoring sessions are scheduled on Saturdays at six different centers around the state and begin at 9:30 a. who gives another stack to the rater.Rating 2 return to table of contents General Description of Procedures at Scoring Centers Before each scoring session. In addition to filling out the essay scanner sheet. the Scoring Coordinator distributes one stack of 15 essays to each rater. who distributes the packets to individual raters and provides new raters with a copy of the Essay Scoring Manual to review. and are provided to raters at the beginning of each scoring session. and distributing a set of practice essays to each rater. When the 15 essays have been rated. Detailed instructions for filling out the essay scanner sheet are presented in "Procedure for Recording Ratings". The honorarium will not be paid if the W-9 Form is not completed. When a student's essay is rated. The rater packets contain instructions to raters and expense forms. 1990. Raters also complete the expense forms necessary to arrange for the reimbursement of allowable expenses. Instructions for completing the expense forms and a description of the allowable expenses are presented in "Instructions for Completing Expense Statements and W-9 Forms". Raters read and rate the practice essays and then discuss their ratings. All raters should bring these packets to the scoring session. However. The Scoring Coordinator. When it is time to start rating the essays.m. and the essay rating. At the scoring session the Scoring Coordinator circulates an Honorarium List for each rater to sign. Raters who have been to previous scoring sessions have their names and rater numbers preprinted on the Honorarium List. Raters who have not attended a scoring session since Spring. begins by reviewing raters' instructions.Rating 3 Essay 6: . . must also complete a W-9 form. the topic number. the Regents' Testing Program office sends rater packets to the institution's Academic Committee on English representative. New raters refer to the last pages of the Honorarium List to find rater numbers which have not been assigned to other raters.
The license number of the car driven and the odometer readings if mileage is claimed. On the expense form. and institution. Raters should examine their statistics carefully. Raters are reimbursed according to the rules of the Board of Regents of the University System of Georgia. All raters receive individual letters which describe their performance. In recent years. approximately 25% of the essays have received ratings of 1 (failing). Allowable expenses (lunch. A description of the Rater Performance Report and a sample report are provided in "Sample Rater Performance Report and Summary". Periodically. . Signature. and 75% have received one of the passing ratings. If a rater has reason to believe that an essay writer has cheated on the essay test.21 per mile. 4. 2. The reimbursement for mileage is .50. social security number. a rater can be reimbursed only for the allowable maximum. The following is the distribution of essay ratings for 1989-1990: Rating Percent of Essays 1 2 3 4 25% 62% 12% 1% Any questions or problems raters have concerning the scoring procedures or the essays that they are rating should be referred to the Scoring Coordinator. Expense statements are included in the rater packets that are provided to raters prior to scoring sessions. the rater should discuss this matter with the Scoring Coordinator. a Rater Performance Report is provided to the members of the Academic Committee on English and to Scoring Coordinators. bus or train. mileage) if any. the maximum reimbursement for lunch is $4. Any expense reported that is above the maximum will be disallowed. Name.The average number of essays read by each rater during a scoring session is approximately 115 to 120. return to table of contents Instructions for Completing Expense Statements and W-9 Forms Copies of the expense statement and W-9 forms are provided on the next two pages. a rater must record: 1. raters are identified only by social security numbers. Each committee member receives a list of raters from his or her institution and information on these raters' essay-scoring performance. Each Scoring Coordinator also receives statistics on raters' performance but. 3. parking. in this case.
Replace this page with the W-9 form. A check for $80. However. return to table of contents Procedure for Recording Ratings Essay ratings are recorded on a machine-readable rater sheet that is inserted in each essay. In particular. The W-9 Form needs to be completed only once by each rater because the Regents' Testing Program office keeps the W-9 Forms on file. If the expense form must be returned to the rater. should have a W-9 on file and does not need to complete another W-9 form. ask the coordinator for the list. (Social security numbers will not be used to identify students. Address changes should be indicated on the Honorarium List.Incomplete or inaccurate expense forms will be returned to raters for completion or correction. Instructions: ○ Obtain your rater number from the Honorarium List that is circulated at the beginning of the scoring session. raters should make sure that the expense statement is signed and that the car license number and odometer readings are recorded if mileage expense is claimed. 1990.00 and allowable expenses will be sent to the rater at the address shown on the Honorarium List circulated by the Scoring Coordinator. Each rater sheet has a pre-printed code that is used to match the rater sheet with another sheet that identifies the student who wrote the essay. Raters cannot receive the honorarium payment unless a W-9 form is on file with the Regents' Testing Program office. Handle the essays carefully so that the rater sheets do not become separated from the essays. he or she marks through the numbers indicating the ratings so that the next rater cannot tell what rating was given. The pre-printed code on the sheet will be used by the computer to determine which student wrote the essay. Write this number down. A rater who has rated and received an honorarium for rating at a scoring session beginning with Summer Quarter. the social security number is written on the back of ○ . it is crucial that the rater sheet remain with the essay to which it belongs. Instructions for using the rater sheets and a sample of a completed rater sheet follow. The rater sheets are designed so that the scanning machine can determine the ratings given to the essay. There are 16 different forms of the rater sheet with the numbers indicating the ratings in a different order on each form. but raters cannot see the rating given by other raters. Completed expense statements and W-9 forms should be returned to the Scoring Coordinator by the end of the scoring session. Raters who are uncertain about whether they have completed W-9 forms in the past should complete the form. Replace this page with the rater expense statement. If you lose your number later. Therefore. reimbursement will be delayed. After a rater records a rating on the sheet.
you can tell what rating was given by another rater).e. If you mix up the rater sheets or have any doubt about whether a particular sheet belongs with an essay. When "bubbling in" the rater number or topic number. Erase completely any mark you wish to change. Give the essay to the coordinator if: ○ ○ ○ ○ The essay does not have a rater sheet.. Stray marks could interfere with accurate reading by the scanning machine.the rater sheet so that raters can verify that the correct sheet is inserted into the essay. right justify the number. Make no marks on the sheet (front or back) other than in the designated areas. make each mark heavy and black enough to completely fill in the circle. leave the blanks on left side. The essay is written in pencil. Pens or other pencils may not be read by the scanning machine. (If the number has fewer digits than the spaces available. return to table of contents SECTION II . give the essay and the rater sheet to the coordinator. second or third rater. Use only the pencil provided by the coordinator. The topic number of the essay does not match the topic number recorded by the first rater .Miscellaneous Materials List of Approved Essay Topics . The previous rater has not completely marked through the ratings (i.) ○ Follow the procedures indicated on the attached photocopy of the rater sheet and illustrated by the example of a completed rater sheet. Note that the procedures differ slightly depending on whether the essay is being rated by the first. check the social security number on the back of the sheet to see if it matches the social security number on the essay.) return to table of contents The following directions must be used for marking the rater sheets: ○ ○ ○ ○ ○ Handling Problems If any of the following problems occurs. When "bubbling in" circles. do not rate the essay. If the numbers do not match.
the group selects practice essays for use at the scoring sessions. All students planning to take the test should be informed of the availability of the list and the means for obtaining it.Following is a complete list of the essay topics approved for use on the Regents' Test." the model essays and analyses. At the scoring sessions. at other institutions. At the meeting. Selection of Topics: Proposed topics for the Essay Test are solicited periodically through the president of each institution. 3) appear to have rural-urban or ethnic bias. This list of topics should be made available to students. 2) require specialized knowledge. The "Description of Essay Scoring Procedures" and the model essays and analyses were approved by the Academic Committee on English." was developed by the Testing Subcommittee and Scoring Coordinators. Selection of Practice Essays The members of the Testing Subcommittee meet with the Scoring Coordinators each quarter before the first essay scoring session. These topics are reviewed by the members of the Testing Subcommittee and by Scoring Coordinators. At some institutions. who attempt to select topics narrow enough to elicit an essay in 60 minutes but broad enough to reflect common student knowledge and experience rather than specialized knowledge. 4) are too similar to topics used previously. Until additional topics are approved. and the "Questions and Answers on the Rating of Regents' Test Essays. In general. The members of the Testing Subcommittee of the Academic Committee on English oversee many routine testing activities and make recommendations on testing issues to the full committee. copies are made available for student use in the library. or 6) seem to encourage students to identify their institutions in essays. the list is sold at cost in the bookstore. who is asked to obtain suggestions for topics from students. faculty. The ratings assigned to the practice essays are based on unanimous agreement of the group members. each topic must then be approved unanimously by the members of the Academic Committee on English. Proposed topics are rejected or revised when they 1) contain difficult vocabulary. The Testing Subcommittee and Scoring Coordinators review and revise the pairs of topics to ensure . all Essay Test forms will be constructed from topics that appear on this list. and administrators. Each institution has a representative on this committee. 5) involve highly controversial or emotional subjects. Development of Instructions to Raters The current version of the instructions to raters. which includes the 1987 revision of the "Description of Essay Scoring Procedures. The topics are then put in pairs by the Regents' Testing Program staff for use on test forms. each pair is composed of one topic bearing on a contemporary idea or event and another topic bearing on more personal issues and experiences. To ensure that topics are appropriate for students at all institutions. return to table of contents Development of Instructions to Raters and Selection of Essay Topics The Academic Committee on English is responsible for the content of the Regents' Testing Program Essay Test and the development of the procedures used to rate Essay Tests. Scoring Coordinators discuss the practice essays with essay raters.
more than one number is assigned to the institution in order to reduce the chance that a rater might learn the identity of numerous essay writers' institutions from a reference made to the institution in one essay. return to table of contents Schedule of Regents' Testing Program Activities return to table of contents Scoring Sites and Selection of Raters There are six scoring centers located in available facilities on campuses in the state. a scoring center listing is sent to the president of each institution. the essays from all of the institutions are mixed together and put into stacks of15 for distribution to scoring centers.that the two topics on each form are sufficiently different from each other to offer students a reasonable choice of topics. Discuss the advantages of attending your college. Because students' essays must be returned to their institutions. Some stacks may have more than one essay from the same institution. At no time does anyone outside the Regents' Testing Program office know what number has been assigned to an institution. This listing indicates the number of raters each institution is to send to the scoring sessions and the location of the center to which raters are to report. return to table of contents Procedures for Maintaining the Anonymity of Essay Writers The only identifying information that a student records on the Essay Test is his or her social security number. The only time a rater can identify an institution is when a student mentions in an essay the institution he or she attends. the Regents' Testing Program office assigns institutional identification numbers to essays before they are scored. However.. Although topics that encourage institutional identification (e. the mixing of essays does ensure that each institution's essays will be distributed among all six scoring centers.g. Each institution's raters are assigned to the most convenient center. a number that has been randomly assigned to an institution is stamped on the back of each essay received from that institution. An example of the scoring center listing is provided on the next page. The number of raters from each institution is determined by the ratio of its number of students tested the .) are not used. After they have been stamped. When large numbers of students from one institution are tested. After each administration of the Regents' Test. At the beginning of each Fall Quarter. this situation cannot be avoided because some institutions test many more students than do others. and the numbers are changed each quarter. some essays may contain references to a particular institution or city.
0 86.0 77.38 22.97 24.44 45.54 22.03 24.0 87.0 84.38 46.96 26.47 1.0 74.35 62.00 1.0 80.81 14.04 47.54 27.62 51.38 38.0 54.78 16.78 22.5 91.83 47.64 19.45 0.04 7.62 9.00 0.0 92.previous year to the number of students tested in the System.04 2.00 2.05 17. The selection of raters is generally delegated to the institution's Academic Committee on English member.0 97.43 67.0 96.0 89.0 93.07 13.3 74. return to table of contents Sample Rater Performance Report and Summary X Y Z COLLEGE 0 0 1 0 0 1 0 0 1 0 0 1 0 1 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 1 0 0 1 0 0 1 0 0 2 0 0 1 0 0 0 0 0 0 1 0 1 0 1 0 1 1 1 69 1 84 1 68 1 77 1 96 1 84 1 96 1 74 1 54 1 92 2 317 1 91 3 268 2 149 69.0 89.24 14.0 27.0 96.0 158.0 78.83 64.82 1.29 19.38 1.07 36.0 96.54 34.52 13.0 84.70 0.0 87.65 25.65 58.0 68.75 2.30 51.39 24.0 88. that students obtaining a degree from that institution possess certain minimum skills of reading and writing.08 19.95 0.11 46.17 0. The Regents' Testing Program has been .5 81.29 38.0 82.0 87.64 59.08 2.70 58.97 13. and the system as a whole.54 27.85 47.0 89.68 return to table of contents Regents' Testing Program Policy and Procedures Policy Regents' Testing Program Each institution of the University System of Georgia shall assure the other institutions.89 23.30 2.
The Regents' Test is not a requirement for an Associate of Applied Science degree or an Associate of Science degree in an allied health field. (Collegelevel credit hours include all credit with the exception of institutional credit. The Chancellor will issue administrative procedures for the operation of the Regents' Testing Program. I. Students must take the Test in the quarter after they have completed 60 quarter credit hours if they have not taken it previously. Testing and Remediation Requirements: A. A student holding a baccalaureate or higher degree from a regionally accredited institution of higher education will not be required to complete the Regents' Test in order to receive a degree from a University System institution. Each institution shall provide an appropriate program of remediation and shall require students who have earned 75 quarter credit hours and have not passed the Test to enroll in the appropriate remedial course or courses until they pass the Test. Students with 60 or more college-level credit hours transferring from System programs that do not require the Regents' Test or from institutions outside the System shall take the Test no later than the second quarter of enrollment in the program leading to the baccalaureate degree and in subsequent quarters shall be subject to all provisions of this policy. .) This requirement applies regardless of whether the student has taken or passed specific courses. although institutions may choose to require the Test for these degrees. To provide Systemwide information on the status of student competence in the areas of reading and writing 2. To provide a uniform means of identifying those students who fail to attain the minimum levels of competence in the areas of reading and writing. Students in programs leading to the baccalaureate degree who have not taken the Regents' Test must be required to take the Test during the quarter of enrollment immediately following the completion of 60 college-level quarter credit hours. return to table of contents Administrative Procedures These procedures implement Policy 306 of the Board of Regents of the University System of Georgia. including English courses. The objectives of the Testing Program are: 1.developed to help in the attainment of this goal. or completed any other institutional requirements. Students enrolled in undergraduate degree programs leading to the baccalaureate degree shall pass the Regents' Test as a requirement for graduation.
If one component of the Test has been passed.B. A student who has failed both parts of the Regents' Test may be allowed. B. however. All transferring students from programs leading to the baccalaureate degree within the System shall be subject to all provisions of this policy. Students with 75 college-level credit hours who have not passed either part of the Test are required to take remediation in both reading and writing each quarter. F. students take required remediation one quarter and take the Test the following quarter. This procedure is permissible. Institutions are responsible for enforcing the requirements related to the Regents' Testing Program. to take the reading and essay portions of the Test in separate quarters. Courses developed for other purposes. C. E. (At some institutions. Students who have earned 75 college-level quarter credit hours and who have not passed the Regents' Test shall take the appropriate nondegree credit courses(s) in remedial reading and/or remedial writing in each quarter of attendance until they have passed all components of the Test. Students with fewer than 75 quarter hours of college-level credit are not required to take remediation and may be permitted to retake the Test without remediation. although institutions may choose to require the Test for these degrees. I. Required remedial work shall be in keeping with regulations in satisfaction of federal and state student financial assistance and other such eligibility programs. The Regents' Test is to be administered in accordance with the instructions provided in the program's administration manual. G. Having passed the Regents' Test shall not be a condition of transfer into an institution. that component need not be retaken. Passing the Regents' Test is defined as having passed both components of the Test by scoring at or above the cutoff score specified for each component. Institutions may increase these requirements provided that such increased requirements are authorized by the Chancellor and provided further that such requirements are published in the official catalog of the institution prior to implementation. institutions using this procedure should carefully evaluate the progress of students to ensure that this procedure is not delaying students' completion of Regents' Testing requirements. The Regents' Test is not a requirement for an Associate of Applied Science degree or an Associate of Science degree in an allied health field. II. J. Guidelines for Remedial Courses A. H. Separate courses in remediation for the reading and the essay portions of the Test are to be provided. The only exception that may be made is for part-time students taking one remedial course and no college-level credit courses. at the discretion of the institution. Such additional requirements shall in no way affect the transferof students from one institution to another or the readmission of students to University System institutions. such as those for Developmental .) D. First-time examinees must take both parts of the Test. Students with 60 or more collegelevel credit hours transferring from System programs that do not require the Regents' Test or from institutions outside the System shall take the Test no later than the second quarter of enrollment in the program leading to the baccalaureate degree and in subsequent quarters shall be subject to all provisions of this policy.
Essay Review A student may request a formal review of his or her failure on the essay component of the Regents' Test if that student's essay received at least one passing score among the three scores awarded. III. C. Students who have moved out of state after completing all requirements for graduation with the exception of the Regents' Test requirement may be permitted to have the Regents' Test administered out of state if they have fulfilled remediation requirements and follow the procedures outlined in the Regents' Testing Program Administration Manual. Special Categories of Students A. C. The review must be initiated. C. may not be used to fulfill the Regents' Test remediation requirement. A student must initiate the review procedure by mid-term of his/her first quarter of enrollment after the quarter in which the essay was failed. with procedural matters to be determined by the institution. B. and should be handled as part of the regular registration procedure. E. however. Students whose mother tongue is not English may be exempted from taking the Regents' Test by the institution provided that appropriate local procedures are employed to certify the equivalent competence of these students in reading and writing. B. D. Students who took the Regents' Test before Fall Quarter. including those regulations relating to remediation and to retaking the Test. If any accommodations in the Test administration are to be made because a student has a learning disability. the attached approved procedures must be followed. A student holding a baccalaureate or higher degree from an accredited institution of higher educationwill not be required to complete the Regents' Test in order to receive a degree from a University System institution. Each institution shall develop special procedures for certifying the competence of other handicapped students. resulting in institutional credit. within one calendar year from the quarter in which the failure occurred. A written description of these procedures shall be submitted to the Chancellor for approval. This interpretation is retroactive. however. All applicable regulations of the Regents' Test Policy remain in effect for those students whose essays are under review. IV. 1980. The on-campus . Such examination shall equal or exceed the standards of the Regents' Test Program. will be conducted by the three faculty members designated by the institution as a review panel. Each required Regents' Test remedial course is to consist of a minimum of 25 hours of classroom/laboratory instruction provided before students retake the Test. The review will be initiated at the campus level. Such procedures shall include provision for remediation if needed and formal examination prior to certifying competency. Regents' Test remediation courses are to be classified as a regular part of the student's academic load. The on-campus review. The review procedures shall be as follows: A. and who failed the reading portion of the Regents' Test shall not be held to a higher passing standard at a subsequent retaking of the Test than was in effect at the time of their original attempt.Studies students or for regular credit English. D.
clinical. The team must consist of at least three persons. following normal scoring procedures for the essay component of the Regents' Test. D. . including a specialist in learning disabilities with a doctorate or equivalent experience in special education or a school. by majority opinion. The decision of the panel on the merits of the essay will be final. or (2) recommend. If the on-campus panel recommends re-scoring of the essay.22 of the Academic Affairs Handbook. by majority opinion. thus terminating the review process. or counseling psychologist with appropriate experience. thus terminating the review process. The procedure may be used for students with documented learning disabilities and for students with severe test anxiety. the student must have enrolled in Regents' Test remediation at least two quarters. return to table of contents Procedures for Special Administration (Students with learning disabilities or test anxiety): The following procedure is for the accommodation of students who are competent in the skills required on the Regents' Test but are unable to demonstrate competence in a standardized administration of the Test. In addition. Procedure Each student requesting any of the allowable accommodations listed below because of a learning disability or because of severe test anxiety must be evaluated by a team of persons associated with an institution of the University System of Georgia. the re-scoring of the essay by the Regents' Testing Program central office. A decision by the on-campus review panel to terminate the review process is final. In order for a student to receive special accommodations because of test anxiety. The team members may use the existing documentation in making decisions but may also require further evaluation. along with the essay.review panel may (1) sustain. The student will be notified concerning the results of the on-campus review. Students' disabilities will be evaluated by the team members. A diagnosis of learning disability must include evidence of a discrepancy between ability and achievement in an area affecting test performance and must be consistent with the definition and criteria for evaluation provided in Section 2. Those students with previous documentation of disabilities may submit such documentation to the team. to the office of the System Director of the Regents' Testing Program. the essay's failing score. The Director will utilize the services of three experienced Regents' essay scorers other than those involved in the original scoring of the essay to review the essay. Students should not assume that a previous diagnosis of disabilities from another source will be confirmed by the team. there must be substantial evidence that the student has the skills required for passing the Test but because of severe anxiety is unable to display the skills during a regular Test administration. The student will be notified through the institution concerning the results of the review. that recommendation will be transmitted in writing.
Instead. the product submitted for grading must be produced by the student with no assistance provided or changes made by any other person. and all work must be completed under supervision. if the student's diagnosis indicates an inability to copy the essay. Allowable Accomodations and Restrictions The accommodations that may be made for learning disabled students through the use of the procedure described above are limited to the following: ○ ○ ○ Extended time Extended use of dictionary or electronic dictionary for the essay test Use of word processor. typewriter. 2. Other Accomodations: The procedures described above do not need to be followed if the only accommodation required is a separate supervised room for test administration or a large-print version of . the proctor may read the essay aloud exactly as written while the student makes corrections to the essay). The product submitted must be in the standard format for grading: the essay must be handwritten on the regular essay form with no extra paper. The essay and reading test responses must be submitted to the Regents' Testing Program office for scoring. The test must be administered under secure conditions. which does not allow for the provision of any information about the student to the raters. Reading of the essay to the student (If the student's diagnosis indicates a visual processing deficit that prevents the student from reading his or her own essay accurately. the attached form must be completed and returned to the Regents' Testing Program office at least one week before testing. the test administrator or proctor must copy the essay as written by the student with no changes and send both the original and copied essay to the Regents' Testing Program office). The only accommodation that may be made for students with severe test anxiety is the provision of extended time. All Test administrations must meet the following conditions: 1. Raters cannot be asked to take a student's disabilities into account when rating an essay. or scratch paper for composing the essay (The student must handwrite the essay on the regular essay form for grading. and the reading test responses must be recorded on the student's scanner sheet. Except as indicated above under allowable exceptions for students who are unable to copy or read their own essays. 3. 4. appropriate modifications in the test administration process must allow a disabled student's essay to be rated through the usual process.If the team approves one of the accommodations listed below. ○ Essays will be rated through the usual rating process. or.
SEC. The student must complete the remediation requirement prescribed by the team prior to retaking the Test. approval must be received from the System Committee on Learning Disabilities. the team will determine whether the regular Regents' Test remediation course or another remedial experience is needed to accommodate the student. However. NUMBER:_________________________________ INSTITUTION:_______________________________________ QUARTER:__________________________________________ Problem diagnosed: Basis for diagnosis (Summary of evidence on which the decision was based): . The Committee may request additional information in its consideration of the recommendation.22 of the Academic Affairs Handbook. The documentation submitted to the Committee must be consistent with the definition and criteria for evaluation provided in Section 2.the reading test. Special Administration of the Regents' Test NAME:______________________________________________ SOC.) If accommodations other than those described above are recommended by the team. Documentation must be sent to the Vice Chancellor for Academic Affairs at least one full quarter in advance of the test administration. Remediation Requirement: The remediation requirement may not be waived for students with learning disabilities or test anxiety. (Large-print tests may be ordered from the Regents' Testing Program office.
below. or scratch paper (Check a. typewriter.) a. the proctor may read the essay aloud exactly as written while the student makes corrections to the essay. The test administrator or proctor will copy the essay as written by the student with no changes and send both the original and copied essay to the Regents' Testing Program office ___ reading of essay to the student (If the student's diagnosis indicates a visual processing deficit that prevents the student from reading his or her own essay accurately. The student's diagnosis indicates an inability to copy the essay. or b. The student will handwrite the essay on the regular essay form for grading ___ b.Number of quarters enrolled in Regents' Test remediation: Essay _____ Reading _____ Approved accommodations: (Check those that apply.) Essay Test: ___ extended time ___ extended use of dictionary or electronic dictionary ___ use of word processor.) Reading Test: ___ extended time Team Members: __________________________________________________________________________ ______Signature Title .
1986. It should be emphasized to students and faculty that the review is intended to deal with perceived errors and that few rating errors occur. 5. of the opportunity to bring a dictionary. it is essential that each student be informed. The review procedures should be publicized.__________________________________________________________________________ ______Signature Title __________________________________________________________________________ ______Signature Title return to table of contents Dictionary Use Students are permitted to use dictionaries during the final fifteen minutes of the administration of the essay portion of the Regents' Test. 6. 1979. which may be helpful in the implementation of the procedures. Students who wish to use dictionaries must bring their own dictionaries to the test administration. The formal review process should not be considered to be automatically open to all students who meet the "eligibility" requirement (lack of rater unanimity). Below are suggestions from the Chancellor's memorandum of December 28. The use of dictionaries as described above was recommended by the Academic Committee on English and the Administrative Committee on Academic Affairs. Written notification should be provided to students registered to take the test and may be provided as part of test registration materials if students receive such materials on your campus. return to table of contents Suggestions for the Essay Review Process The Regents' Test policy and procedures include the procedures for the review of the rating given to a student's essay test. The purpose of the process is to correct errors in the rating of essays. and was subsequently approved for implementation by the Chancellor on May 19. in advance of the test administration. but with a clear statement that a failure on the essay is not itself a sufficient reason to support a . In order to insure the smooth implementation of this provision. Specific procedures for the on-campus review are to be determined by the institution.
Students' scores on the tests are used to determine whether they have the minimum levels of reading and writing skills required for graduation. will answer the "why" of the failure. 10. The Board of Regents identified two specific objectives for the Testing Program: 11. 8. there remain questions about the accuracy of the scoring of the essay. Essays received at the Regents' Testing Program office after the deadline cannot be re-scored until the following quarter.formal review.To provide a uniform means of identifying those students who fail to attain the minimum levels of competence in the areas of reading and writing. This conference. the formal review process may be initiated. Scoring should follow the normal holistic procedure. 9. There must be substantial question concerning the accuracy of the scoring. each should have access to the Essay Scoring Manual and be thoroughly familiar with the rating process. the Program serves as one means by which each institution in the University System can ensure that students receiving degrees from the institution possess certain minimum skills of reading and writing. and 12. the same method of scoring should be used during the review process as that used in the original scoring. It is composed of two components. 7. If after this conference. return to table of contents Overview of the Regents' Testing Program By a policy statement issued in 1972. a Reading Test and an Essay Test. Students should understand that they do not automatically have the right to request review simply because there was lack of rater unanimity in the scoring of the essay. reasons for that failure should be provided to the student. if not. As described in this statement.The Regents' Test itself and the scoring criteria are not subject to review. The three members of the on-campus review panel should be experienced essay raters. in most cases. However.To provide Systemwide information on the status of student competence in the areas of reading and writing. To determine if there is some basis for a formal review. The Regents' Test was developed to satisfy these objectives. the student should be requested to meet with a designated person on campus for initial review of the failed essay. . the Board of Regents of the University System of Georgia instituted the Regents' Testing Program. if the on-campus panel sustains the essay's failure. Essays submitted by institutions for review are re-scored at the quarterly meeting of the Testing Subcommittee of the Academic Committee on English and Scoring Coordinators.
is a 60-item.According to the Regents' policy. the Test Coordinator oversees the distribution of these materials and arranges for supervisors and . students must take the test in the quarter after they have completed 60 quarter credit hours if they have not taken it previously. Also described is the manner in which these tests are administered and scored and the manner in which students' scores are reported. (2) Literal Comprehension. The passages usually range from 175 to 325words in length. return to table of contents The Content of the Regents' Test: The Reading Test The Reading Test. Just before the testing period. available from the Regents' Testing Program office. during a two-day testing period specified by the Regents' Testing Program office. has been distributed to the Regents' Test coordinator at each institution. A sample form of the Regents' Reading Test. The questions that accompany the passages of the Reading Test have been designed to assess four major aspects of reading: (1)Vocabulary. Provided in the paragraphs that follow is a brief description of the content of both the reading and the essay components of the Regents' Test. return to table of contents The Essay Test Students who take the Essay Test have one hour in which to write on one of two topics that are given. return to table of contents Administration and Scoring of the Regents' Test: Administration Each quarter. and entail various modes of discourse (exposition. A list of the topics that are used has been provided to all institutions in the System. multiplechoice test that consists often reading passages and five to eight questions about each passage. Students who have earned 75 quarter credit hours and have not passed both parts of the test must enroll in remedial courses until they pass both parts. mathematics and natural science. the Regents' Testing Program office sends to the Regents' Test Coordinator at each institution the test materials that are needed. Because each institution is responsible for its own test administrations. There is no limit on the number of times a student may take remediation and retake the test. which has an administration time of one hour. and argumentation). the Regents' Test is administered to eligible students at all institutions in the University System. which provides examples of the types of passages and items comprising the test.and humanities). treat topics drawn from a variety of subject areas (social science. (3) Inferential Comprehension. and (4) Analysis. narration. Further information about the Regents' Test is provided in Regents' Testing Program: Description and Documentation.
Model essays define the four points of the rating scale by indicating the meaning of the division points (i. A standard score is used to describe the Reading Test performance of each examinee. An essay that is judged to be better than the 4/3 model is given a "4". 4/3. 2/1) between the ratings on the scale: RATINGS MODELS 4 4/3 3 3/2 2 2/1 1 One model essay is used to represent each division point. a "3" clearly passing performance. an essay judged to be better than the 2/1 model but not as good as the 3/2 model is given a "2". raters use a four-point scale. After the last test administration at an institution. Whether the student has met the minimum requirements established for reading is determined by comparing this translated score to the passing score of 61 that has been set for the Reading Test. return to table of contents Scoring the Reading Test Students' responses to the items of the Reading Test are recorded on machine-readable answer sheets so that these responses can be read and scored by computer. 3/2. and an essay judged to be poorer than the 2/1 model is given a "1. An Administration Manual that is provided by the Regents' Program Testing office details the testing procedures that are to be followed so that all test administrations are standardized. an essay judged to be better than the 3/2 model but not as good as the 4/3 model is given a "3". definitions of the four score levels used as the basis for selecting model essays. Each essay is graded independently by three raters who use a holistic procedure to assign ratings to the essay. A "4" on the scale indicates superior performance.proctors to administer the test. The number of raters sent by each institution is determined by the ratio of its number of examinees to the number of examinees in the entire System. When rating the essays. and answers to questions that raters frequently ask about the procedures for scoring the Essay Test. Scoring the Essay Test The essays to be scored are distributed by the Regents' Testing Program office among six scoring centers in the state. the essay raters do not know the identity or the institution of the students whose papers are graded. all testing materials are returned to the Regents' Testing Program office so that the students' responses can be scored. Administration sites are also monitored periodically by staff from the Regents' Testing Program office to ensure that the standardized procedures are followed at each institution. Because each essay is identified only by the student's social security number. For raters who are grading . These materials are provided to all raters before each quarterly scoring session. All institutions in the System send representatives to serve as raters at the nearest scoring center. Also included in this description are analyses of the model essays." The set of standard model essays used to define the division points on the scale is included in the Description of Essay Scoring Procedures. This score is derived by translating the student's total raw (number-right) score on the test to a Rasch score scale with a range from 0 to 99.. and a "1" substandard or failing performance. a "2" minimal passing performance.e.
gatech. and. Various statistics are reported by institutional type (university. to facilitate year-to-year comparisons.edu/regents/scoremanual. a description of the institution's performance on each skill category of the Reading Test. The final score assigned to an essay is usually the rating on which at least two out of three raters agree. If the student's appeal is sustained.lcc. Personnel at each institution are responsible for reporting scores to individual students. an historical summary of results for first-time examinees and repeaters. The review is initiated on the student's campus. Also provided to each institution is an Institutional Summary Report.html#questions . return to table of contents Score Reporting Within the four-week period following a quarterly administration of the Regents' Test. As indicated in the Regents' policy. senior college. the final score is the middle rating of the three assigned to the essay. additional information and samples of essays that have been graded are provided in the Essay Scoring Manual. In an institution's report. and two-year college). a student may request formal review of a failing essay if there is one passing score among the three grades the essay was assigned. When there is no agreement among the raters. each institution in the University System is issued a Report of Results. the essay is sent to the Regents' Testing Program office to be rescored by a systemwide review panel.essays for the first time. which includes the following information: a summary of the performance of the institution's examinees on the Reading Test and the Essay Test for first-time examinees. and these two groups combined. One consequence of this scoring procedure is that no essay can receive a failing grade unless at least two of three raters have given it a failing grade. return to table of contents http://www. Also provided is a summary of the test performance of students at each institution in the System. data are provided that describe the test performance of each student from the institution who participated in the quarterly administration of the Regents' Test. repeaters.
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