Development and Validation of the Written Communication Assessment of the "HEIghten"® Outcomes Assessment Suite. Research Report. ETS RR-17-53

Autor/inn/en	Rios, Joseph A.; Sparks, Jesse R.; Zhang, Mo; Liu, Ou Lydia
Titel	Development and Validation of the Written Communication Assessment of the "HEIghten"® Outcomes Assessment Suite. Research Report. ETS RR-17-53
Quelle	In: ETS Research Report Series, (2017), (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Test Construction; Test Validity; Writing Tests; College Outcomes Assessment; College Students; Test Items; Test Bias; Essay Tests; Scoring; Test Reliability; Psychometrics; Interrater Reliability; College Entrance Examinations; Scores; Correlation; Factor Analysis; Statistical Analysis; SAT (College Admission Test); ACT Assessment + Suchen Sie Ihr Suchwort? Testaufbau; Testvalidität; Writing test; Schreibtest; Collegestudent; Test content; Testaufgabe; Testkritik; Schriftlicher Sprachgebrauch; Bewertung; Testreliabilität; Psychometry; Psychometrie; Interrater-Reliabilität; Aufnahmeprüfung; Korrelation; Faktorenanalyse; Statistische Analyse; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Proficiency with written communication (WC) is critical for success in college and careers. As a result, institutions face a growing challenge to accurately evaluate their students' writing skills to obtain data that can support demands of accreditation, accountability, or curricular improvement. Many current standardized measures, however, lack the ability to balance authenticity (i.e., requiring students to produce a sample of writing) with psychometric quality. To this end, we discuss the development of a newly developed measure, the WC assessment of the "HEIghten"® outcomes assessment suite, and present pilot test results based on a sample of 985 test takers from 33 higher education institutions. Overall, we found that the measure includes well-functioning items (i.e., highly discriminating and lacking gender-differential item functioning), an essay task that can be reliably scored by combining human scores with scores provided by an automated algorithm, evidence to support reporting separate selected-response and essay scores to individuals and institutions, and adequate convergent validity evidence. Such results suggest that the HEIghten WC assessment demonstrates promise in providing institutions with a time- and cost-efficient measure of WC that may allow for actionable data to drive decision-making and improve teaching and student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01