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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

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