Scenario-Based Assessments in Writing: An Experimental Study

Autor/inn/en	Zhang, Mo; van Rijn, Peter W.; Deane, Paul; Bennett, Randy E.
Titel	Scenario-Based Assessments in Writing: An Experimental Study
Quelle	In: Educational Assessment, 24 (2019) 2, S.73-90 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Rijn, Peter W.) ORCID (Deane, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2018.1557515
Schlagwörter	Writing Evaluation; Vignettes; Essays; Scores; Middle School Students; Test Construction; Grade 8; Persuasive Discourse; News Media; Writing Skills; Test Reliability; Primary Sources; Sequential Approach; Common Core State Standards; Time on Task; Evaluation Methods; New Jersey; Delaware; West Virginia; South Carolina; Alabama; Minnesota; South Dakota; Utah + Suchen Sie Ihr Suchwort? Essay; Aufsatzunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Testaufbau; School year 08; 8. Schuljahr; Schuljahr 08; Persuasion; Persuasive Kommunikation; Nachrichtenwesen; Writing skill; Schreibfertigkeit; Testreliabilität; Primärquelle; Schrittfolge; Common core curriculum; Curriculum; Kerncurriculum; Zeitaufwand; South-Dakota
Abstract	Writing from source text is critical for developing college-and-career readiness because it is required in advanced academic environments and many vocations. Scenario-based assessment (SBA) represents one approach to measuring this ability. In such assessment, the scenario presents an issue that the student is to read and write about. Before writing, lead-in exercises are presented to encourage the examinee to engage with the source materials and to model the process used in a classroom writing project. This study experimentally manipulated a middle-school assessment design to understand if (1) the lead-in/essay structure increased scores erroneously with a concomitant decrease in test technical quality, and (2) the presence of a single unifying scenario affected scores or score meaning. In general, the SBA design did not appear to artificially increase total-test or essay scores. As importantly, it functioned as well as, sometimes better than, the alternative designs in terms of the measurement characteristics examined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01