WWC review of this study

Instructional Sensitivity of a Complex Language Arts Performance Assessment

Niemi, David; Wang, Jia; Steinberg, Diane H.; Baker, Eva L.; Wang, Haiwen (2007). Educational Assessment, v12 n3-4 p215-237. Retrieved from: https://eric.ed.gov/?id=EJ780912

  • Randomized Controlled Trial
    , grade

Reviewed: October 2019

At least one finding shows promising evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards with reservations
Overall writing quality outcomes—Statistically significant positive effect found for the domain
Comparison Period Sample Intervention
Significant? Improvement

Overall essay quality

Secondary Writing vs. Business as usual

0 Days

Full sample: Language analysis intervention vs. comparison condition;
204 students





Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.

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The study was conducted in ninth-grade English classrooms situated in four high schools in the Los Angeles Unified School district.

Study sample

The sample is comprised of general education ninth-grade students. No other demographic information was provided.

Intervention Group

The interventions were implemented over eight days, one period per day, for a total of approximately 6 hours and 40 minutes. During that time, students in the intervention group received instruction focused on elements of literature such as plot, theme, and conflict, and how to analyze them, with no review of writing skills, and with an emphasis on California state ELA standards.

Comparison Group

Teachers in the comparison condition implemented their normal curricula (i.e., business-as-usual).

Support for implementation

Teachers in the literary analysis intervention group received training separately from teachers in the other research groups. No more detailed information is provided.


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