Brian Feltovich’s research while affiliated with American College Testing and other places

Although prior research has identified general procedural and qualitative differences between word-processed and pen and paper writing, little attention has been directed toward identifying how these differences relate to the prior word processing experiences of individual students. Additionally, few researchers have addressed the issue of fairness when discussing the use of word processors in writing assessment. This study investigates this relationship by comparing essays composed with pen and paper for a direct writing assessment to those composed with a word processor by students having different levels of experience with using word processors for writing.

This study investigates how word processing experience influences student performance on a direct writing assessment. We investigated factors influencing a student's decision about using word processors for writing; whether students with less experience writing with word processors receive lower scores on word processed essays; and differences in length, neatness, mechanical correctness, and tone of the student writing as related to experience with word processors. In this study, students with different levels of experience using word processors wrote two essays: one with word processors and one with pen and paper. Students with less experience using word processors scored considerably higher on our writing assessment when their writing was done with pen and paper. Only small differences were observed between pen and paper and word processed essays for students with more word processing experience. Content analyses revealed that word processed essays appeared neater and longer than handwritten essays but that students who favor handwriting write more words with pen and paper than with word processors.