Date of Award

2009

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

First Advisor

David Shellman

Second Advisor

Jane King

Abstract

This dissertation was designed to examine the writing strategies and scoring practices of fourth-grade teachers on the North Carolina Fourth Grade Writing Assessment and local, county-wide writing assessments by collecting data from 13 elementary schools located in rural, western North Carolina.

Both qualitative and quantitative means of data collection were implemented. Inter-rater reliability was used to determine reliability of the fourth-grade teachers' scoring using the North Carolina Fourth Grade Writing Assessment Rubric. Qualitative data was collected through the use of two surveys administered to the fourth-grade teachers in the county. Interviews and a focus group were also used to determine effective writing strategies and the use of rubrics.

An analysis of the data revealed the validity of the scores given at the county level by the classroom teachers using the North Carolina Fourth Grade Writing Assessment Rubric. An analysis of the data collected by the fourth-grade teachers through the surveys, interviews, and focus group revealed common writing-instruction strategies throughout the county and the impact self-efficacy played in writing instruction and the use of rubrics.