Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4

Autor/inn/en	Kim, Young-Suk Grace; Schatschneider, Christopher; Wanzek, Jeanne; Gatlin, Brandy; Al Otaiba, Stephanie
Titel	Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 30 (2017) 6, S.1287-1310 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-017-9724-6
Schlagwörter	Writing Evaluation; Elementary School Students; Grade 3; Grade 4; Reliability; Error of Measurement; Writing (Composition); Evaluation Methods; Childrens Writing; Writing Skills; Generalizability Theory; Scoring Rubrics + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Reliabilität; Messfehler; Schreibübung; 'Children''s writing; Writing; Child; Children; Children''s writings'; Kinderschrift; Schreibstil; Kind; Kinder; Writing skill; Schreibfertigkeit; Scoring formulas; Auswertungsbogen
Abstract	We examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of 0.90 and 0.80 reliabilities for children in Grades 3 and 4. A total of 211 children (102 boys) were administered three tasks in narrative and expository genres, respectively, and their written compositions were evaluated in widely used evaluation methods for developing writers: holistic scoring, productivity, and curriculum-based writing scores. Results showed that 54 and 52% of variance in narrative and expository compositions were attributable to true individual differences in writing. Students' scores varied largely by tasks (30.44 and 28.61% of variance), but not by raters. To reach the reliability of 0.90, multiple tasks and raters were needed, and for the reliability of 0.80, a single rater and multiple tasks were needed. These findings offer important implications about reliably evaluating children's writing skills, given that writing is typically evaluated by a single task and a single rater in classrooms and even in some state accountability systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01