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Direct linkZainal, Azlin – Assessing Writing, 2012
The present study was conducted with a twofold purpose. First, I aim to apply the socio-cognitive framework by Shaw and Weir (2007) in order to validate a summative writing test used in a Malaysian ESL secondary school context. Secondly, by applying the framework I also aim to illustrate practical ways in which teachers can gather validity…
Descriptors: Foreign Countries, Student Evaluation, Writing Tests, Test Validity
Huang, Jinyan – Assessing Writing, 2012
Using generalizability (G-) theory, this study examined the accuracy and validity of the writing scores assigned to secondary school ESL students in the provincial English examinations in Canada. The major research question that guided this study was: Are there any differences between the accuracy and construct validity of the analytic scores…
Descriptors: Foreign Countries, Generalizability Theory, Writing Evaluation, Writing Tests
Anthony, Jared Judd – Assessing Writing, 2009
Testing the hypotheses that reflective timed-essay prompts should elicit memories of meaningful experiences in students' undergraduate education, and that computer-mediated classroom experiences should be salient among those memories, a combination of quantitative and qualitative research methods paints a richer, more complex picture than either…
Descriptors: Undergraduate Study, Qualitative Research, Research Methodology, Reflection
Slomp, David H.; Fuite, Jim – Assessing Writing, 2004
Specialists in the field of large-scale, high-stakes writing assessment have, over the last forty years alternately discussed the issue of maximizing either reliability or validity in test design. Factors complicating the debate--such as Messick's (1989) expanded definition of validity, and the ethical implications of testing--are explored. An…
Descriptors: Information Theory, Writing Evaluation, Writing Tests, Test Validity
Weigle, Sara Cushing – Assessing Writing, 2004
This paper reports on a test that is being used to fulfill a university writing examination requirement for non-native speakers of English. The test, which requires students to read two passages, write short-answer comprehension and synthesis questions, and write an argument essay on a topic related to the passages, replaces a test that was based…
Descriptors: Courses, English (Second Language), Writing Evaluation, Essays
Brown, Gavin T. L.; Glasswell, Kath; Harland, Don – Assessing Writing, 2004
Accuracy in the scoring of writing is critical if standardized tasks are to be used in a national assessment scheme. Three approaches to establishing accuracy (i.e., consensus, consistency, and measurement) exist and commonly large-scale assessment programs of primary school writing demonstrate adjacent agreement consensus rates of between 80% and…
Descriptors: Writing Evaluation, Student Evaluation, Educational Assessment, Writing Tests
