Assessment in Education-Principles Policy & Practice最新文献

{"title":"The power of positive emotions? The link between young people’s positive and negative affect and performance in high-stakes examinations","authors":"John Jerrim","doi":"10.1080/0969594X.2022.2054941","DOIUrl":"https://doi.org/10.1080/0969594X.2022.2054941","url":null,"abstract":"ABSTRACT A substantial body of research suggests that young people’s emotions – both positive and negative – are linked to a wide range of future outcomes. This paper contributes to this literature by investigating the link between young people’s positive and negative emotions and their performance in high-stakes examinations. Using Programme for International Student Assessment (PISA) data from England linked to the National Pupil Database (NPD), I investigate how 15-year-olds positive affect, negative affect and fear of failure is associated with the grades they achieve in high-stakes examinations. I find that low levels of positive affect – i.e. pupils rarely feeling happy, lively and cheerful – is associated with a 0.10–0.15 standard deviation reduction in young people’s examination grades. On the other hand, little evidence is found of a substantive link between negative affect or fear of failure and examination performance.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"80 1","pages":"310 - 331"},"PeriodicalIF":3.2,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85686993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Changes in classroom assessment practices during emergency remote teaching due to COVID-19","authors":"E. Panadero, J. Fraile, Leire Pinedo, C. Rodríguez-Hernández, Fernando Díez","doi":"10.1080/0969594X.2022.2067123","DOIUrl":"https://doi.org/10.1080/0969594X.2022.2067123","url":null,"abstract":"ABSTRACT This study explores the effects of the shift to emergency remote teaching on assessment practices due to COVID-19 lockdown. A total of 936 Spanish teachers from all educational levels ranging from early childhood to university participated in this nationwide survey. Four aspects were explored: (1) changes in the use of assessment instruments (e.g. exams); (2) changes in assessment criteria, standards and grading; (3) changes in the delivery of feedback and use of rubrics; and (4) changes in students’ involvement in assessment (i.e. self- and peer assessment). In general, results are mixed, with some areas undergoing certain changes with the aim of adapting to the new situation (e.g. primary education teachers lowering their grading standards), whereas many other assessment practices have remained similar, especially among higher education teachers. Unfortunately, some of the assessment practices have worsened, such as students’ involvement in assessment which has decreased.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"95 1","pages":"361 - 382"},"PeriodicalIF":3.2,"publicationDate":"2022-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73106590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emergency assessment: rethinking classroom practices and priorities amid remote teaching","authors":"Amanda Cooper, Christopher DeLuca, M. Holden, Stephen MacGregor","doi":"10.1080/0969594X.2022.2069084","DOIUrl":"https://doi.org/10.1080/0969594X.2022.2069084","url":null,"abstract":"ABSTRACT Systemic disruptions from COVID-19 have transformed the assessment landscape in Canada and across the world. Alongside repeated shifts to emergency remote teaching, large-scale assessments and summative evaluations were cancelled in many jurisdictions, and repeated concerns were raised about ensuring equity and access to quality education. This paper investigates the rapid – and in many cases innovative – responses teachers offered to these challenges at the height of the pandemic. Drawing on prolonged semi-structured interviews with 17 secondary school teachers in Ontario, Canada, the paper provides a detailed account of Ontario’s approach to assessment during COVID-19, exemplified by participants’ lived experiences. Results highlight the notion of emergency remote assessment, the vital role of assessment in stemming widening equity and well-being gaps, and emerging consequences from this period. These data offer critical insights into the future of our forever-changed education landscape, and position classroom assessment as a priority player in this work.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"240 1","pages":"534 - 554"},"PeriodicalIF":3.2,"publicationDate":"2022-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73173276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fair high-stakes assessment in the long shadow of Covid-19","authors":"I. Nisbet, Stuart Shaw","doi":"10.1080/0969594X.2022.2067834","DOIUrl":"https://doi.org/10.1080/0969594X.2022.2067834","url":null,"abstract":"ABSTRACT Fairness in assessment has become increasingly topical and controversial in recent years. Assessment theoreticians are writing more about fairness and assessment practitioners have developed processes and good practice to minimise unfairness. There is also increased scrutiny by students, parents and the wider public – not only of the fairness of assessments themselves and their outcomes, but of their use, notably for selection for college or university. This is in a context of continued awareness of inequalities in society and their impact on education and assessment. And on top of all these questions has been the impact – and the continuing long shadow – of Covid. Can there be fair assessment in such an unfair world? We consider three types of challenge to fair assessment: •Theoretical challenges •Challenges from thinking about social justice •Challenges from the way that statistics were used to award assessment outcomes in 2020 (particularly in England)","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"80 1","pages":"518 - 533"},"PeriodicalIF":3.2,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84112471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Validity evidence for a formative writing engagement assessment in elementary grades","authors":"Paul M. Rogers, Jonathan Marine, Samantha T. Ives, Seth A. Parsons, Ashlee Horton, Chase Young","doi":"10.1080/0969594X.2022.2054942","DOIUrl":"https://doi.org/10.1080/0969594X.2022.2054942","url":null,"abstract":"ABSTRACT This article reports on the implementation of a formative assessment tool (the Writing Engagement Scale, or WES) in grades 3–5 in schools in the United States. We used confirmatory factor analysis (CFA) to collect validity evidence for the WES for our population. Results demonstrated acceptable validity and reliability. In addition, survey results indicated that teachers perceived the WES to be useful as a formative writing assessment. We make the case that the WES provides an opportunity to inform teachers’ practice and help researchers understand the dimensions of students’ engagement in writing.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"17 1","pages":"262 - 284"},"PeriodicalIF":3.2,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78021923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Formative writing assessment for change – introduction to the special issue","authors":"G. B. Skar, Steve Graham, Gert Rijlaarsdam","doi":"10.1080/0969594X.2022.2089488","DOIUrl":"https://doi.org/10.1080/0969594X.2022.2089488","url":null,"abstract":"This current special issue centres on formative writing assessment with children in the elementary grades. Participants in the investigations included in this special issue represent a span from the very youngest students just learning to write to students in fifth and sixth grades who generally have overcome the barriers of knowing how to encode writing, but who face increased demands for producing discursive, audience adapted texts. As editors, we limited papers in the special issue to include studies conducted with students in this grade span because it has been under-researched compared to other grade spans. That these grades have received less attention does not reflect on the importance of early writing instruction; becoming a skilled writer takes time, and the first writing instruction is essential. Becoming a good writer is the result of many complex interactions–including but not limited to–interactions between a writer’s attitude towards writing, her cognitive capacity, the kind of writing instruction she is exposed to, as well as the writer’s perception of textual norms in relation to the reader’s perception of the same norms, and thereby the reader’s textual expectations (Graham, 2018a; Rijlaarsdam et al., 2012; Skar & Aasen, 2021). To help children progress as writers, then, there is a need for tools that can elicit information about students’ writing skills in different domains (e.g. affective, cognitive, textual) and tools that help teachers transform that information into instruction. Such tools are often described as tools for formative assessment. Formative writing assessment has proven to be effective in increasing the writing skills of students. A review by (Graham, 2018b) reported positive effect sizes for text response (d = 0.36), adult feedback (d = 0.87), peer feedback (0.58), self-feedback (d = 0.62) and computerised feedback (d = 0.38). An earlier study by Graham et al. (2011) reported an effect size of d = 1.01 for feedback from adults or peers. So, formative writing assessment can work, and it can lead to positive change. But what is it? Graham (2018b, pp. 145–147) suggested the following definition of formative writing assessment: ‘instructional feedback in writing as information provided by another person, group of people, agency, machine, self, or experience that allows a writer, one learning to write, or a writing teacher/mentor to compare some aspect of performance to an expected, desired, or idealized performance’ and that ‘Formative feedback is derived from assessments that involve collecting information or evidence about student learning, interpreting it in terms of learners’ needs, and using it to alter what happens.’ In other words, formative writing assessment concerns taking actions based on information about a writer’s skills in order to make that writer even more skilled. One might therefore say that formative writing assessment – in the end – is all about consequences. ASSESSMENT IN EDUCATION: PRINCIPLES","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"59 1","pages":"121 - 126"},"PeriodicalIF":3.2,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84341978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The early automated writing evaluation (eAWE) framework","authors":"D. McNamara, Panayiota Kendeou","doi":"10.1080/0969594X.2022.2037509","DOIUrl":"https://doi.org/10.1080/0969594X.2022.2037509","url":null,"abstract":"ABSTRACT We propose a framework designed to guide the development of automated writing practice and formative evaluation and feedback for young children (K-5th grade) – the early Automated Writing Evaluation (early-AWE) Framework. e-AWE is grounded on the fundamental assumption that e-AWE is needed for young developing readers, but must incorporate advanced technologies inherent to AWE, speech recognition, and games. In line with interdisciplinary views on writing to support learners in the classroom, e-AWE must support a community of learners and interlace reading and writing instructional activities combined with feedback to use reading and writing strategies. The e-AWE Framework provides a guide for the development of tools that leverage and integrate cutting-edge technologies, some of which only recently have become widely available in educational settings. These tools can continue to provide usable and feasible means to offer high-quality automated writing practice and feedback to a diverse and large number of students.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"14 1","pages":"150 - 182"},"PeriodicalIF":3.2,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76672344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Writing motivation questionnaire: validation and application as a formative assessment","authors":"Steve Graham, Allen G. Harbaugh-Schattenkirk, A. Aitken, K. Harris, Clarence Ng, Amber B. Ray, John M. Wilson, Jeanne Wdowin","doi":"10.1080/0969594X.2022.2080178","DOIUrl":"https://doi.org/10.1080/0969594X.2022.2080178","url":null,"abstract":"ABSTRACT This study evaluated the validity of a multi-dimensional measure of motives for writing. Based on an earlier instrument and theoretical conceptualisations of writing beliefs, we developed the Writing Motivation Questionnaire (WMQ). A sample of 2,186 fourth- (558 girls; 521 boys) and fifth-grade students (546 girls; 561 boys) completed 28 writing motivation items assessing seven motives for writing. Two of these motives addressed intrinsic reasons for writing (curiosity, involvement); three motives assessed extrinsic reasons (grades, competition, and social recognition); and two motives examined self-regulatory reasons (emotional regulation, relief from boredom). Confirmatory factor analyses supported the hypothesised structure of the WMQ, and each of the seven motives evidenced adequate reliability for research purposes. Measurement invariance was established for grades four and five students, girls and boys, White and non-White students, children receiving or not receiving free/reduced lunch, and students receiving or not receiving special education services. The WMQ predicted students’ writing performance.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"73 1","pages":"238 - 261"},"PeriodicalIF":3.2,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86015447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predicting first grade students’ writing proficiency","authors":"G. B. Skar, Alan Huebner","doi":"10.1080/0969594X.2022.2057424","DOIUrl":"https://doi.org/10.1080/0969594X.2022.2057424","url":null,"abstract":"ABSTRACT This study aimed to investigate the predictability of writing development and if scores on a writing test in the first weeks of first grade accurately predict students’ placements into different proficiency groups. Participants were 832 first grade students in Norway. Writing proficiency was measured twice, at the start and at the end of first grade (time 1 and time 2, respectively). Multilevel linear regression analysis showed that writing proficiency measures at time 1 were significant predictors of writing proficiency at time 2. The results also showed that measures at time 1 could identify students running the risk of not meeting expectations with high precision. However, the results also revealed a substantial proportion of false positives. The results are interpreted and discussed from a formative writing assessment perspective.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"1 1","pages":"219 - 237"},"PeriodicalIF":3.2,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81999243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Writing assessment for communities of writers: rubric validation to support formative assessment of writing in Pre-K to grade 2","authors":"Eithne Kennedy, G. Shiel","doi":"10.1080/0969594X.2022.2047608","DOIUrl":"https://doi.org/10.1080/0969594X.2022.2047608","url":null,"abstract":"ABSTRACT Formative assessment is an important driver in supporting children’s writing development. This paper describes a writing rubric designed for use by teachers to formatively assess the writing of children in Pre-K to Grade 2, how the rubric was received by teachers, and its implementation in classrooms. Writing samples from 337 children in 33 classrooms in 7 schools in the Write to Read literacy improvement project were scored on conventions, organisation, ideas, word choice and voice. Agreement among raters was good as overall weighted Kappa values at each grade level ranged from .62 to .80. Confirmatory factor analysis supported three- and five-factor models. Coaches endorsed use of the rubric for providing formative feedback to students, identifying learning needs, and differentiating instruction. They highlighted how the rubric provides a framework through which teachers and students engage with the language of writing assessment and raise expectations about writing quality.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"3 1","pages":"127 - 149"},"PeriodicalIF":3.2,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88570541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}