Abstract
Research shows that many students entering teacher education programs are deficient in writing skills. Research like wise suggests that to obtain a complete ly accurate picture of an applicant's skills, the assessment process needs to include both an objective test and a writ ing sample. In this article, the author focuses on how to develop, administer, and score a writing sample. He also pro vides guidelines for the training of read ers who will be making holistic writing sample assessments.
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