Examining the Effect of Text Editor and Robust Word Processor on Student Writing Test Performance Part of the New England Compact Enchanced Assessment Project Examining the Effect of Text Editor and Robust Word Processor Use on Student Writing Test Performance

provides a forum for the states to explore ideas and state-specific strategies, build and expand a collective knowledge base, and initiate cross-state collaborative activities that benefit each state with economies of scale and cost-efficiency. A primary focus for the New England Compact is the implementation of the No Child Left Behind (NCLB) legislation. Current Compact projects include activities initiated by the Over the past decade increasing numbers of students have been using word processing throughout the writing process. During this same time, assessment and accountability programs have become an integral part of the education system through the No Child Left Behind legislation. These two combined influences of technology infusion and the rise of state testing programs create questions about the validity of writing assessments administered on pencil and paper for students who are accustomed to writing on computers and conversely the validity of writing assessments administered on computers for students who are accustomed to writing using pencil and paper. Several small scale studies suggest that students who write with word processors under-perform on writing tests that require hand-Additionally, students who are accustomed to writing on paper under-perform when they are required to write with word processors. Research also provides some evidence that this underperformance is greater for students whose individual education plans (IEPs) suggest that they compose text with word processors (Russell & Plati, 2000). Finally, this line of research has sparked questions about the effect that word processing tools, such as spell check and grammar check would have on student performance. The purpose of this study is to provide further evidence regarding the impact that the use of a word processor during assessment has on student writing. The research described here details our effort to expand on the previous writing and computer research, using a larger sample size, across multiple states and diverse geographical settings. The study examines the effects of using paper and pencil for a writing assessment versus using two alternate text production tools: a) use of a word processor with automatic editing tools disabled; b) use of a word processor with automatic editing tools enabled. 4 EAP Specifically, the research questions include: 1. When 8th grade writing assessments are administered on computers, what is the effect on students' test performance? 2. Does writing performance differ when students have access to editing tools such as spell check and grammar check? 3. What, if any, is the relationship …