Effects of Response Mode and Time Allotment on College Students' Writing

Abstract

Written essays are a common feature of classroom and high stakes standardized tests at many age levels. However, little is known about how small alterations in the writing task affect students' writing, an issue made more important by the increasing use of task alterations for students with disabilities. In the present study, 140 college students completed a standardized assessment of writing ability under one of two timing conditions (10 minutes, 15 minutes) and with one of two response formats (handwritten, word-processed). Students who used a word processor wrote significantly more than did students who handwrote their essays. However, the extended time allotment only increased students' amount of writing in the word processor condition. Only small differences between the groups' essays were found in spelling, grammar, and related characteristics. Implications of these results for future research and writing assessment policies are discussed.

Additional information

Notes on contributors

Benjamin J. Lovett

Benjamin J. Lovett, Ph.D., is an assistant professor of psychology at Elmira College, where his research focuses on conceptual and psychometric issues in psychoeducational assessment and psychiatric diagnosis. Lawrence J. Lewandowski, Ph.D., is Meredith Professor of Teaching Excellence in the psychology department at Syracuse University. Cassie Berger, M.S., is a Ph.D. candidate in school psychology at Syracuse University. Rebecca A. Gathje, Ph.D., is a postdoctoral fellow at the Munroe-Meyer Institute and a clinician working out of the Grand Island Behavioral Health Clinic in Grand Island, Nebraska.

Lawrence J. Lewandowski

Benjamin J. Lovett, Ph.D., is an assistant professor of psychology at Elmira College, where his research focuses on conceptual and psychometric issues in psychoeducational assessment and psychiatric diagnosis. Lawrence J. Lewandowski, Ph.D., is Meredith Professor of Teaching Excellence in the psychology department at Syracuse University. Cassie Berger, M.S., is a Ph.D. candidate in school psychology at Syracuse University. Rebecca A. Gathje, Ph.D., is a postdoctoral fellow at the Munroe-Meyer Institute and a clinician working out of the Grand Island Behavioral Health Clinic in Grand Island, Nebraska.

Cassie Berger

Benjamin J. Lovett, Ph.D., is an assistant professor of psychology at Elmira College, where his research focuses on conceptual and psychometric issues in psychoeducational assessment and psychiatric diagnosis. Lawrence J. Lewandowski, Ph.D., is Meredith Professor of Teaching Excellence in the psychology department at Syracuse University. Cassie Berger, M.S., is a Ph.D. candidate in school psychology at Syracuse University. Rebecca A. Gathje, Ph.D., is a postdoctoral fellow at the Munroe-Meyer Institute and a clinician working out of the Grand Island Behavioral Health Clinic in Grand Island, Nebraska.

Rebecca A. Gathje

Benjamin J. Lovett, Ph.D., is an assistant professor of psychology at Elmira College, where his research focuses on conceptual and psychometric issues in psychoeducational assessment and psychiatric diagnosis. Lawrence J. Lewandowski, Ph.D., is Meredith Professor of Teaching Excellence in the psychology department at Syracuse University. Cassie Berger, M.S., is a Ph.D. candidate in school psychology at Syracuse University. Rebecca A. Gathje, Ph.D., is a postdoctoral fellow at the Munroe-Meyer Institute and a clinician working out of the Grand Island Behavioral Health Clinic in Grand Island, Nebraska.