Timed writing assessment and its impact on students' self-efficacy

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