Written Expression, Hooper, and Blind Rating
Bibliographic Data
| ID | 13658394 |
|---|---|
| Authors | Tracy A Muenz (Alliant University, corresponding author), Jason C Cole (0000-0002-0291-6317, Consulting Measurement Group, Inc.), Anne Balderson (Alliant University) |
| Year | 2000 |
| Volume | 87 |
| Issue | 1 |
| Pages | 255-258 |
| Publication date | 2000-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.2000.87.1.255 |
| PMID | 11026421 |
| OpenAlex | W2087340083 |
| Language | EN |
| References cited | 6 |
Much research has supported the assertion of Hooper, et al.'s 1994 claims that specific stimuli perform better than others in eliciting well-developed written responses; however, previous research was conducted with raters who were aware of the hypotheses. The present study of 29 middle school children validated previous support for Hooper, et al.'s assertions by implementing blind rating and, once again, finding that significant differences between Hooper-like and non-Hooper-like prompts existed for structural items but not for items of mechanics
Assertion · Cognitive psychology · Developmental psychology · Expression (computer science · Rating scale · Computer Science · Innovative Teaching and Learning Methods · Psychology · Reading and Literacy Development · Social Psychology · Writing and Handwriting Education
| Highly cited | No |
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