Crawford, L., Helwig, R., & Tindal, G. (2004). Writing performance assessments: How important is extended time ? Journal of Learning Disabilities , 37 (2), 132–142. https://doi.org/10.1177/00222194040370020401
Crawford, L., Helwig, R., & Tindal, G. (2004). Writing performance assessments: How important is extended time? Journal of Learning Disabilities, 37(2), 132–142. https://doi.org/10.1177/00222194040370020401
This study investigated the effects of varying the available amounts of testing time on the writing performance of students in general and special education at Grades 5 and 8.
A total of 213 students in grade 5 (with 44 special education students) and 140 students in grade 8 (with 6 special education students) participated; thus, 14% of the sample were students with disabilities. Ninety-five percent of the special education students included in the sample were identified as having learning disabilities. The elementary and middle schools were in the same school district in the Pacific Northwest (U.S.).
The students completed a 30-minute writing performance assessment as well as a longer writing performance assessment which was completed over 3 days. Assessments were evaluated on four traits (ideas, organization, conventions, and sentence fluency).
A significant interaction was found at grade 5 between length of time allotted for the assessment and the students’ education classification. Grade 5 students performed significantly better on the 3-day writing assessment, with students in special education benefiting the most. The eighth-graders performed no better on the 3-day assessment than in the 30-minute assessment. Significant differences were reported across certain writing traits.