dc.contributor |
Hayes, Hogan |
en |
dc.contributor.advisor |
Clark-Oates, Angela |
en |
dc.contributor.author |
Smith, Valerie Teresa |
en |
dc.date.accessioned |
2017-05-05T22:15:13Z |
en |
dc.date.available |
2017-05-05T22:15:13Z |
en |
dc.date.issued |
2017-05-05 |
en |
dc.date.submitted |
2017-05-04 |
en |
dc.identifier.uri |
http://hdl.handle.net/10211.3/190567 |
en |
dc.description |
Project (M.A., English (Composition))--California State University, Sacramento, 2017. |
en |
dc.description.abstract |
Studies surrounding writing assessment have focused on issues of fairness, reliability, and validity in the design of writing assessments, the lack of connections between large-scale writing assessment and writing theory and writing instruction, and how failure is constructed by the assessments themselves. This project seeks to understand the impact of required timed writing on a student's self- efficacy. In the quantitative study, an ANOVA was used to analyze the data. The results of this study show a trending towards a lower self-efficacy in students who have taken university required timed writing assessment |
en |
dc.description.sponsorship |
English (Composition) |
en |
dc.language.iso |
en_US |
en |
dc.subject |
Writing programs |
en |
dc.subject |
Composition |
en |
dc.subject |
Feminist Composition research |
en |
dc.title |
Timed writing assessment and its impact on students' self-efficacy |
en |
dc.type |
Project |
en |