Strategies to Improve Schoolers Writing Skills on Performance Based Assessments

Author/Creator

Author/Creator ORCID

Date

2019-05-09

Department

Graduate Programs in Education

Program

Masters of Education

Citation of Original Publication

Rights

This work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Public Domain Mark 1.0

Abstract

The purpose of this study was to explore the topic of instructional strategies that can be used to improve writing skills in high school students. The measurement tool used was the 7-point Partnership for Assessment of Readiness for College and Careers (PARCC) rubric used for grades 6-12 in the English Curriculum. The instructional strategy used was the Self-Regulated Strategy Development (SRSD) strategy which includes explicit, interactive learning of writing strategies for self-regulation through the writing process (e.g., goal setting, self-assessment, self- instructions, and self-reinforcement). This study utilized a quasi-experimental pretest-posttest design. Using the SRSD strategy did statistically impact writing skills. The SRSD strategy should continue to be implemented in various level English classes in order to assist students in setting writing goals, creating effective and well-developed paragraphs, and revising their writing.