Abstract
Sixteen forms of an essay exam, identical in content but differing in writing neatness and numbers of composition errors, were graded by 480 classroom teachers. The two factors consisted of four writing treatments (typed, “neat” handwritten, “fair” handwritten, and “poor” handwritten) and four levels of composition errors (zero, six, twelve, and eighteen spelling errors). The data were analyzed using a 4×4 factorial design. No significant differences were found.