Scenario-Based Assessments in Writing: An Experimental Study

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH
Mo Zhang, P. V. van Rijn, P. Deane, R. Bennett
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引用次数: 15

Abstract

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.
基于情景的写作评估:一项实验研究
根据原文写作对于培养大学和职业准备是至关重要的,因为它在先进的学术环境和许多职业中都是必需的。基于场景的评估(SBA)代表了衡量这种能力的一种方法。在这样的评估中,场景提出了一个学生要阅读和写作的问题。在写作之前,引入练习是为了鼓励考生与原始材料接触,并模拟课堂写作项目中使用的过程。本研究通过实验操纵中学评估设计来了解(1)引入/文章结构是否错误地提高了分数,同时降低了考试技术质量,以及(2)单一统一场景的存在是否影响了分数或分数意义。总的来说,SBA的设计似乎并没有人为地提高总分或论文分数。同样重要的是,就测量特性而言,它的功能与其他设计一样好,有时甚至更好。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Educational Assessment
Educational Assessment EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
6.70%
发文量
24
期刊介绍: Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.
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