What Is Research Memo #1? Instructions: A research memo analyzes a small set of data in few pages.

This language is concise, and it should be no more than 2-3 pages in length ______________________________________________________________________________ Title (Provide a title that summarizes and is catchy.) Section One: Hypothesis Write this response in a paragraph or more with leading topic sentences. In this section, state and explain one or more of your research questions. State your personal beliefs on what you think the answer should be. Even though this is your opinion, do not overuse I. Section Two: Context Answer these questions in a paragraph or more with leading topic sentences. Who was your target audience? Why did you choose these respondents? Are your results reliable and valid? How do you know? Is any data biased or skewed because of invalid questioning? Section Three: Results This is where you insert your data. This should be placed in a graph, chart, map, or table form to ease for readers. This can be done in multiple tables with appropriate labels, such as Figure 1. Section Four: Data Analysis Write this response in a paragraph or more with leading topic sentences. This is where you analyze your data from the results section. This should your longest and most analytical section. As you analyze your data, you should break it up into three findings or patterns that you noted with your data. One finding can compensate for multiple survey questions. After you state a finding, use statistical data from your results section to support your answer. Findings One (Should your strongest, most valid point) Findings Two (Second strongest) Findings Three (Third strongest)

Section Five: Conclusion: Connect back to your hypothesis. Where you correct? Why? What was different than expected? Why? What can you conclude about your question based on the data. Section Six: Follow Up Where do you want to go from here with Research Memo 2? Which of your five essential research questions should logically be researched next? As a result of this research, have you changed your research questions? If so, why?

Research Memo # 1
To: Dr. Denise Paster From: Martina McKoy CC: English 682 Date: 10/31/2011 Re: Research Memo #1

Hypothesis: Horry County Early College High School students pass the English/ Language Arts portion of the high school exit exam, the HSAP test, on an average of 95% on higher on a yearly basis the first time around, yet these same students only place in the English 101 classes at 60% after several tests attempts. My hypothesis is that students fail the COMPASS Writng test because the test varies in approach from public school tests in the way the test is written, presented, and assessed. Context: I conducted research comparing the HSAP to the South Carolina technical college placement test, the COMPASS test. Both writing exams assess what they constitute as proficient writing, yet they differ drastically in approach. I am in a precarious situation because I teach at an early college. Early colleges are schools that allow students to take high school classes and college classes at a technical college simultaneously. Since I teach sophomore English, the students take the South Carolina HSAP exam the same year that they take the COMPASS Writing test. Results: Figure 1- Analysis of Writing questions on the assessments HSAP- ELA Section Yes Yes Knowledge through Synthesis COMPASS Writing Test Yes No Analysis through Evaluation

Multiple Choice Questions Open-Ended Questions Blooms Level of Questioning

Number of Questions Identification of Skill/ Technical Language Test Type Time Limit Time Administration Test Alignment

1 extended response and 18 multiple choice questions Explicit and Implicit Exit Untimed 2 days South Carolina Standards for high school English/ Language Arts Paper and pencil 3-6 months later Not effective until high school graduation 4 times maximum over the course of three years

25 editing questions Implicit Placement Time Limit (Varies from -3 hours) 1 to 2 class periods National college readiness standards Computer 1-2 days Effective the following semester 1 time before placement of classes

Test Format Test Results Result Consequences Test Attempts

Data Analysis: The HSAP and the COMPASS test both use multiple-choice questions to assess knowledge of revision skills and stylistic choices. In the COMPASS test, students edit one or more passages using multiple questions that do not have a question stem. For example, the student is presented a sentence to correct, but they do not have a question that states, What error did the writer make in this sentence? This is the case because the sentence may not carry an error at all, so students must remember this rule. Students view several variations of the sentence and determine which sentence is correct. On the other hand, the HSAP exam uses a different approach. Students edit passages with four to five multiple choice questions each. The students are provided a question stem asking him/her to look for errors with style or grammar. In addition to the editing, the students also construct an extended response essay with an independent prompt.

How the students presents their good writing is varied as well.

The COMPASS test values process. Knowing how to identify specific writing skills, how to

correct the writing, and how to recognize patterns is what the students are required to do without a prompt.

Juxtaposing this idea, the HSAP test values different ideals. Students need to know all of the

elements as the COMPASS test requires; however, the test provides students a prompt or question cue to assist with answering the question. Technical jargon is used inside of the question as well to clarify the meaning of the question. With the extended response in the HSAP test, students produce a writing piece based on essay content, organization of ideas, voice and stylistic choices, and adhering to writing conventions. Follow Up: The tests vary drastically in approach, and for Research Memo #2, I will examine how students fare with each test. I will focus on subgroups that represent the majority of the failures on both tests: African-American males and females, the special education community, and second-language learners. When I review the data, I will compare the scores on both tests to see if there is a pattern present. Conclusion: Both tests assess writing, but the HSAP test asks questions about specific test skills while the COMPASS test assesses it implicitly. Students may also struggle with the higher order thinking presented on the COMPASS test as it operates solely in this realm. The HSAP clearly does not assess college readiness; it only assesses basic high school knowledge. The immediate consequences of the COMPASS test may pose pressure upon students as the students realize that the HSAP test has multiple testing opportunities.