Katie Vallejo

English 1302

Students Writings Affected by State Exams Structures

K-12 schools use a “universal” structure to make it easier for them to see where students

can improve and rate them based on a five-point system. These tests limit students to just writing

how it is acceptable on the test. The impact of state writing exam structures on students even

after graduation is something that has affected many. Standardized testing not only creates

obstacles for students to conquer later in life but also career-long obstacles for teachers trying to

teach to these standards. Essentially narrowing the curriculum and unfair use of test results to

compare student writing to those who have taken these tests years before. (Slomp 2008)

Teaching a rich recursive writing process like the 6 + 1 Traits to create these types of effective

writings. (Higgins et al 2006)

Teaching writing is a complex process that involves more than just mastering the five-

paragraph essay. (Hillocks, 2002) It requires a deep understanding of the writing process,

including collecting and evaluating evidence, comparing cases, creating hypothetical examples to

clarify ideas, and supporting evidence. Encouraging this type of writing can help create more

confident writers, who will be better prepared for higher education. To achieve this, it is

important for writing teachers to develop learning modules that incorporate different writing

structures and brainstorming techniques. This can help students to think more critically and

creatively about their writing, while also providing them with the skills they need to succeed in

college and beyond. In college, students will need to connect their readings and conduct their

own research to create four-to-six-page essays on a single topic. This can be a daunting task,

especially for those who have not been exposed to research methods before. However, by
providing students with the right tools, such as access to academic databases and guidance on

how to conduct research, writing teachers can help to prepare their students for the challenges

they will face in college.

As students' progress through their academic careers, they are met with a variety of

challenges and obstacles, one of which is the standardized writing exam. This exam structure

requires students to follow a specific format and style of writing, which can be difficult to

master. This is particularly true for students who are new to college or high school, who may not

have had experience with more formal writing styles like MLA or APA format. For teachers, this

presents a unique challenge as well. They must teach students how to write in this format and

create a curriculum tailored to the specific demands of the standardized writing exam. This

means that they must spend a significant amount of time and energy ensuring that students are

prepared for the exam, which can come at the expense of other important aspects of their

education. Despite these challenges, many teachers are committed to helping their students

succeed on these exams. They recognize the importance of standardized testing to measure

student progress and ensure they are meeting certain benchmarks. However, they also

acknowledge that these exams can place a significant burden on both students and teachers alike.

The issue of standardized testing is a complex and multifaceted one, with many different

perspectives and opinions.(Brimi, 2012) While it is important to ensure that students are

prepared for these exams, it is also important to consider the toll that they can take on both

students and teachers and to work together to create a more effective and equitable system.

Being able to create a great essay takes more than one tries. Standardized tests cash in on

the fact that students must write a perfect essay in a limited time. Thus, this can also create future

procrastinators that will depend on that way of thinking and writing essays. Generating ideas

takes several factors and requires thorough research to feel confident in any writing. Mabry
(1999) mentions that schools are ‘testing not the construct of writing achievement but the

construct of compliance to the rubric. I remember throughout my younger school years we were

given practice essays to write. The thing that stuck to me was that it did not matter what I wrote

in my essay if it met the length requirements and had the key factors like a hook and conclusion,

I was given a good grade. So, this creates an open door to procrastination for me and I would

slack off in my writing because I knew that if I had what they were looking for I could make up

for the rest.

As an educator, it is crucial to use various assessment methods to evaluate student writing

skills and capabilities. Among the different approaches to assess writing, the analytic scoring

system is one of the most effective and reliable methods. Using the 6+1 traits in the analytic

scoring system has proven to be highly beneficial for student writers as it provides a

comprehensive framework for evaluating writing quality. The 6+1 traits refer to six main

characteristics of effective writing and one additional trait that encompasses the overall

impression of the writing piece. These traits include ideas, organization, voice, word choice,

sentence fluency, conventions, and the final trait, which is the holistic score. Each of these traits

focuses on a specific aspect of writing, making it easier for educators to provide feedback and

guidance to students. When students are evaluated using the 6+1 traits, they receive feedback on

their writing strengths and weaknesses. This feedback helps students understand what they need

to revise and improve in their writing. Moreover, by utilizing the 6+1 traits, educators can teach

students the language they need to revise their writing effectively. Students learn how to identify

areas that need improvement and how to naturally incorporate the necessary changes into their

writing. Using the 6+1 traits in the analytic scoring system is an incredible tool for educators to

assess student writing skills and provide feedback. It helps students improve their writing skills,

learn the language of writing, and develop their writing capabilities. (Higgins et al 2006)
Slomp's (2008) critique of standardized tests is based on a comprehensive analysis of the purpose

and nature of literacy in modern society. According to Slomp, standardized tests are based on a

limited theory of literacy that emphasizes functional literacy over critical literacies, form over

content, and correctness over ideas. This approach to literacy reflects modernist rather than post-

modern goals for public education, and it is entrenching dated practices of literacy and literacy

testing rather than supporting the evolution of new approaches. Slomp's argument is particularly

relevant in today's world, where the nature of literacy is changing rapidly due to technological

advancements and the changing needs of the workforce. The traditional view of literacy as a set

of discrete skills that can be taught and tested through standardized assessments is becoming

increasingly outdated, as more people rely on digital technologies to communicate and access

information. Considering these changes, Slomp argues that we need to rethink our approach to

literacy and literacy testing and develop new methods that are more aligned with the needs of a

post-modern society. This means emphasizing critical literacies over functional literacy, content

over form, and ideas over correctness. It also means recognizing that literacy is an evolving and

dynamic concept that cannot be captured by a single standardized test.

Standardized writing tests have a negative impact on students' creativity, as they focus on

conformity and discourage the development of authentic communication skills. These tests

prioritize formulaic responses and are often associated with anxiety due to their strict formats

and challenging time constraints. To foster a love for writing and encourage diverse styles and

voices, it is crucial to reconsider the purpose and approach of these tests.

 Citations

Brimi, H. (2012). Teaching writing in the shadow of standardized writing ... - JSTOR.

TEACHING WRITING IN THE SHADOW OF STANDARDIZED WRITING ASSESSMENT:

AN EXPLORATORY STUDY. https://www.jstor.org/stable/43694149?read-now=1

Higgins, B., Miller, M., & Wegmann, S. (2006). Teaching to the test…not!

balancing best practice and testing requirements in writing. The Reading Teacher, 60(4), 310–

319. https://doi.org/10.1598/rt.60.4.1

Hillocks, G. (2002). The testing trap: How state writing assessments control learning.

Teachers College Press.

Mabry, L. (1999). Writing to the Rubric: Lingering Effects of Traditional Standardized

Testing on Direct Writing Assessment. https://doi.org/https://www.jstor.org/stable/20439535

Slomp, D. H. (2008). Harming not helping: The impact of a Canadian standardized

writing assessment on curriculum and pedagogy. Assessing Writing, 13(3), 180–200.

https://doi.org/10.1016/j.asw.2008.10.004