预测一年级学生的写作能力

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.2022.2057424

G. B. Skar, Alan Huebner

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引用次数: 1

摘要

摘要本研究旨在探讨一年级学生写作发展的可预测性，以及一年级前几周的写作测试分数是否能准确预测学生在不同水平组的位置。参与者是挪威的832名一年级学生。写作能力在一年级开始和结束时分别测量了两次(时间1和时间2)。多水平线性回归分析显示，时间1的写作熟练程度测量是时间2写作熟练程度的显著预测因子。结果还表明，时间1的测量方法可以高精度地识别出有不符合预期风险的学生。然而，结果也显示出相当大比例的假阳性。从形成性写作评估的角度对结果进行解释和讨论。

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Predicting first grade students’ writing proficiency

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.

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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.