College Board Report No. 99-4 - The Performance Assessment Study in Writing: Analysis of the SAT II: Writing Subject Test

Sep 14, 2026

Uploaded by Connor

The report presents a performance assessment study in writing focused on analyzing the SAT II Writing Subject Test. It details the research framing, data collection, and methods used to evaluate writing performance and examine how writing outcomes relate to predictor variables. The study includes modeling strategies for predicting writing performance, predicting college English course grades, and estimating a self-report composite from test scores. Results and discussion are organized alongside supporting tables, references, and appendices.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Abstract

Introduction

Data and Methods

Results

Predicting Writing Performance

Predicting College English Course Grades

Predicting the Self-Report Composite From Test Scores

Relative Contributions of Predictor Variables

Discussion

References

Appendix A: Student Consent Statement

Appendix B: Writing Experience Questionnaire

Appendix C: Performance Assessment Study in Writing

College Board Report No. 99-4 | The Performance | | --- | | Assessment Study | | in Writing: Analysis | | of the SAT ® II: | | Writing Subject Test | HUNTER M. BRELAND, MELVIN Y. KUBOTA, and MARILYN W. BONNER College Board Report No. 99-4 ETS RR No. 99-24 The Performance Assessment Study in Writing: Analysis of the SAT® II: Writing Subject Test HUNTER M. BRELAND, MELVIN Y. KUBOTA, and MARILYN W. BONNER College Entrance Examination Board, New York, 1999 Hunter M. Breland is senior research scientist at ETS. Melvin Y. Kubota is assessment specialist II at ETS. Marilyn W. Bonner is assessment specialist II at ETS. Researchers are encouraged to freely express their professional judgment. Therefore, points of view or opinions stated in College Board Reports do not necessarily represent ofﬁcial College Board position or policy. Founded in 1900, the College Board is a not-for-proﬁt educational association that supports academic preparation and transition to higher education for students around the world through the ongoing collaboration of its member schools, colleges, universities, educational systems and organizations. In all of its activities, the Board promotes equity through universal access to high standards of teaching and learning and sufﬁcient ﬁnancial resources so that every student has the opportunity to succeed in college and work. The College Board champions—by means of superior research; curricular development; assessment; guidance, placement, and admission information; professional development; forums; policy analysis; and public outreach—educational excellence for all students. Additional copies of this report (item \#275900) may be obtained from College Board Publications, Box 886, New York, New York 10101-0886,(800) 323-7155. The price is $15. Please include $4 for postage and handling. Copyright © 1999 by College Entrance Examination Board and Educational Testing Service. All rights reserved. College Board, College-Level Examination Program, CLEP, SAT, and the acorn logo are registered trademarks of the College Entrance Examination Board. Printed in the United States of America. Acknowledgments In addition to the advisory committee, a number of people contributed to this project. The following persons assisted with data collections in the participating institutions: Melanie Levinson, Larry McCauley (The College of New Jersey); Brett Millier, Elizabeth Napier, Mark Williams (Middlebury College); Bronwyn Beistle, Janet Knepper, Aselda Thompson (University of Pennsylvania); Elizabeth Crighton, Eric Grosﬁls, Cristanne Miller (Pomona College); Debra L. Carney, Holly Davis, Mary A. Koncel (Smith College); Rachana Sachdev, Jeannie Zeck (Susquehanna University); Jennifer S. Lehman, Page Eileen Schilt (University of Texas–Austin); Kirsten Scheer (Ursinus College). The following persons read and evaluated the writing samples: Lee Billmyer (Episcopal Academy, Marion, PA); Robert Brehme (Brookdale Community College, Lincroft, NJ); Casey Confoy (The College of New Jersey, Trenton, NJ); John Collins (Rowan University, Camden, NJ); Marilyn Collins (Rowan University, Camden, NJ); Hasel Cooper (Rowan University, Camden, NJ); Sally Ann Darnoi (Brookdale Community College, Lincroft, NJ); John Dawkins (Manor Junior College, Jenkintown, PA); Diane Gruenberg (New York University); Douglas Hoehn (Community College of Philadelphia); Robert Lorenzi (Camden Community College); Beatrice Moore (St. Joseph’s University, Philadelphia, PA); RoseAnn Morgan (Middlesex Community College, Bedford, MA); Marti Palmere (The College of New Jersey, Trenton, NJ); Barbara Petrick (Dickinson High School, Jersey City, NJ); Linda Santora (J.F. Kennedy High School, Patterson, NJ); Irene Schiller (Camden Community College); Keith Slocum (Montclair State College, Upper Montclair, NJ); June Statmore (Wayne Township Public Schools, Wayne, NJ); C. David Wilhoite (Episcopal Academy, Merion, PA). In addition to serving as reade

FAQs

What is the document’s main focus?

It focuses on a performance assessment study in writing that analyzes the SAT II Writing Subject Test and how writing performance is evaluated and interpreted.

Which areas are covered in the results section?

The results address predicting writing performance, predicting college English course grades, predicting a self-report composite from test scores, and the relative contributions of predictor variables.

What supplemental materials does the report include?

The report includes references plus appendices such as a student consent statement, a writing experience questionnaire, and a description of the performance assessment study in writing.

Sep 14, 2026

Uploaded by Connor