A Guide to College Writing Assessment by Brian Huot, Peggy O'Neill, Cindy Moore

By Brian Huot, Peggy O'Neill, Cindy Moore

Whereas such a lot English execs believe ok with language and literacy theories, evaluation theories look extra alien. English execs usually don’t have a transparent knowing of the main techniques in academic size, reminiscent of validity and reliability, nor do they comprehend the statistical formulation linked to psychometrics. yet figuring out evaluate theory—and utilising it—by those who find themselves no longer psychometricians is important in constructing precious, moral tests in collage writing courses, and in studying and utilizing evaluate effects.

A advisor to varsity Writing Assessment is designed as an advent and resource ebook for WPAs, division chairs, academics, and directors. regularly cognizant of the serious parts of specific instructing contexts, O’Neill, Moore, and Huot have written subtle yet obtainable chapters at the historical past, conception, program and history of writing review, and so they provide a dozen appendices of useful samples and versions for quite a number universal overview wishes.

simply because there are lots of assets to be had to aid school in assessing the writing of person scholars specifically study rooms, A consultant to school Writing evaluate focuses on methods to the categories of overview that sometimes take place outdoor of person study rooms: placement overview, go out exam, programmatic evaluation, and school overview. so much of all, the argument of this ebook is that growing the stipulations for significant collage writing evaluate hinges not just on figuring out the heritage and theories informing overview perform, but in addition on composition courses availing themselves of the entire variety of obtainable evaluation practices.

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Extra resources for A Guide to College Writing Assessment

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However, according to Gee and other sociolinguists, it is impossible to communicate outside of the social and cultural context so that even concepts such as logic and rationality are dependent on sociocultural context. To get an accurate sense of students’ strengths and weaknesses as language users, assessors need to allow students to engage in authentic language use. Which means that students and teachers/assessors use language for genuine communication and meaning making in specific but varied sociocultural situations.

For example, poorly designed placement tests could place students into courses that they are 1. In fact, Michael Williamson (1994) makes a similar argument in “The Worship of Efficiency: Untangling Theoretical and Practical Considerations in Writing Assessment,” that is specific to writing assessment, although his overview of the historical changes takes a slightly different approach than Shepard’s. Considering Theory 39 over prepared for, which squanders their educational time and money and can undermine their self-perceptions and confidence, stalling or derailing their education; or they could place students into classes that they are under prepared for, which can result in failure, poor grades, and/or dropping out, impeding progress toward a degree.

Instrument reliability refers to how consistently individuals perform on an assessment, whereas interrater reliability refers to how consistently individual readers agree on judgments for an assessment. Figure 1. ” • J. P. ” Validity in writing assessment • validity is often conflated with reliability • writing-less writing tests, like the TSWE and COMPASS, claim overall validity by establishing a correlative, criterion relationship • holistic scoring and portfolios look valid (have face validity) and therefore are more valid ways to assess • outmoded definition of validity as a test measuring what it purports to measure used in college writing assessments into the 1990s • joint ad hoc WPA/NCTE white paper adheres to current validity theory Modern validity theory • early 1950s, Cronbach challenges validity as a correlation • the focus of validity shifts from the accuracy of a measure to its value • “Technical Recommendations for Test and Diagnostic Techniques” published in 1954 by AERA, APA, and NCME; Standards continues to be revised and updated • 1966, content, criterion, and construct validity are the main foci, though not to be used individually • inferences and interpretations, rather than tests, are validated • by 1989, Messick and Cronbach define validity as a unitary concept, focussing on the use of a test, including its consequences • 1999 Standards mirrors Cronbach and Messick Note: Writing assessment has only recently been influenced by modern validity theory.

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