Response time for English learners on large-scale writing assessments

Abstract

The focus of this study is on the relationship between response time and performance for students completing an evidence-based writing assessment as part of a state's accountability plan. Within an untimed testing administration, this study examined the difference in performance between English Learners and Non-English Learners across four different writing traits. The differences observed lead to recommendations for assessment administration and the appropriate allocation of testing time and teaching strategies for taking the assessment.