Writing skills and sub-skills assessment in AMZA test in comparison with American and British secondary education systems and manuscripts analysis of Iranian high school graduates

The purpose of this study is examining the writing skills in AMZA test in comparison with the two tests of the British National Curriculum Assessment (NCA) and National Curriculum assessment (NAEP) and analyzing the writing skills assessment and providing a model for evaluating writing skill and sub-skills. Comparison of these three tests showed that more sub-skills were considered in NAEP than the other two tests in the UK and Iran. The statistical sample is 270 high school graduates of Tehran. Their Manuscripts were corrected and analyzed based on a researcher-made evaluation table including 6 sub-skills and 17 micro-skills based on highlighting written sub-skills. Findings show that girlschr('39') writing skills were better than boys and experimental science graduates were better than the other two fieldchr('39')s graduates. The manuscripts of humanities graduates are better in terms of "content". The manuscripts of experimental graduates are better in terms of "coherence" and mathematics graduates in terms of "grammar". The Inaccuracies of "grammar" in the manuscripts of humanities students, and "content" and "form" in mathematical and experimental sciences are also significant. These results show that proper writing training is essential.  Standard assessments should be performed every year at all ages and levels of education. The results should be used to modify and complete the "writing" curriculum.