Applying a Thurstonian, Two-Stage Method in the Standardized Assessment of Writing

Autor/inn/en	McGrane, Joshua Aaron; Humphry, Stephen Mark; Heldsinger, Sandra
Titel	Applying a Thurstonian, Two-Stage Method in the Standardized Assessment of Writing
Quelle	In: Applied Measurement in Education, 31 (2018) 4, S.297-311 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGrane, Joshua Aaron)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2018.1495216
Schlagwörter	Standardized Tests; Foreign Countries; Writing Tests; Writing Evaluation; National Competency Tests; Interrater Reliability; Validity; Elementary School Students; Secondary School Students; Grade 3; Grade 5; Grade 7; Grade 9; Efficiency; Evaluation Methods; Australia + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Ausland; Writing test; Schreibtest; Interrater-Reliabilität; Gültigkeit; Sekundarschüler; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; Effectiveness; Effektivität; Wirkungsgrad; Australien
Abstract	National standardized assessment programs have increasingly included extended written performances, amplifying the need for reliable, valid, and efficient methods of assessment. This article examines a two-stage method using comparative judgments and calibrated exemplars as a complement and alternative to existing methods of assessing writing. Written performances were taken from Australia's National Assessment Program-Literacy and Numeracy, which included both narrative and persuasive performances from students aged 8 to 15. In Stage 1, assessors performed comparative judgments on 160 performances to form a scale of 36 calibrated exemplars. These comparative judgments showed a very high level of reliability and concurrent validity. In Stage 2, assessors scored 2,380 new performances by matching them to the most similar calibrated exemplar. These matching judgments showed a generally high level of reliability and concurrent validity and were reasonably efficient after a familiarization period. Further research is suggested to enhance Stage 2 by simplifying the exemplar scale and scaffolding it with detailed descriptors. Overall, the findings support the use of the method in standardized writing assessment and its application to various learning areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01