Schrijfvaardigheid en de Meting Van Voorkennis

Students' performance on writing tasks has shown to be variable. Students do not write texts of a constant quality. Research has shown that to some extent variations in prior knowledge can account for the difference in text quality, especially topic knowledge and knowledge of text types. This article argues that research on the influence of prior knowledge on writing lacks an explicit definition of such knowledge. An overview of theories on types and qualities of knowledge is presented to give a more detailed definition of prior knowledge. Furthermore, it is argued that research methods differ in the extent to which they are suited to measuring a specific type or quality of knowledge. A word-association task is described as an example of a method that can be used to measure a range of qualities of prior knowledge.