Literaturnachweis - Detailanzeige
| Autor/inn/en | Ackerman, Terry A.; Davey, Tim C. |
|---|---|
| Titel | An Analysis of CAAP Essay and Multiple-Choice Writing Tests. |
| Quelle | (1989), (26 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College Entrance Examinations; Essay Tests; Higher Education; Latent Trait Theory; Multiple Choice Tests; Performance Based Assessment; Test Reliability; Writing Evaluation; Collegiate Assessment of Academic Proficiency |
| Abstract | This study examines differences and similarities in the information provided by direct and indirect measures of writing from the Collegiate Assessment of Academic Proficiency (CAAP). The indirect measure was a 72-item multiple-choice test, while the direct measure involved responding to two essay prompts. The 40-minute multiple-choice test can be subdivided into six skill areas: (1) punctuation; (2) grammar and usage; (3) sentence structure; (4) style; (5) strategy; and (6) organization. Item response and essay ratings were calibrated together using a graded response model from item response theory. Results suggest that while the essays are measuring a different component of writing ability than the multiple-choice test, their overlap is substantial. Relative information plots also suggest that the writing sample provides information equal to as many as 40 multiple-choice items. (Author/TJH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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