小学形成性写作投入评估的效度证据

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2022-03-04 DOI:10.1080/0969594X.2022.2054942

Paul M. Rogers, Jonathan Marine, Samantha T. Ives, Seth A. Parsons, Ashlee Horton, Chase Young

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引用次数: 0

摘要

摘要:本文报告了美国学校在3-5年级实施形成性评估工具(写作参与量表，WES)的情况。我们使用验证性因子分析(CFA)来收集我们人群WES的效度证据。结果显示可接受的效度和信度。此外，调查结果显示，教师认为WES作为形成性写作评估是有用的。我们认为，WES为教师的实践提供了一个机会，并帮助研究人员了解学生参与写作的各个方面。

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Validity evidence for a formative writing engagement assessment in elementary grades

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.

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.