Scenario-Based Assessments in Writing: An Experimental Study

被引:6
|
作者
Zhang, Mo [1 ]
van Rijn, Peter W. [2 ]
Deane, Paul [1 ]
Bennett, Randy E. [1 ]
机构
[1] Educ Testing Serv, MS T03, Princeton, NJ 08541 USA
[2] ETS Global, Amsterdam, Netherlands
关键词
D O I
10.1080/10627197.2018.1557515
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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.
引用
收藏
页码:73 / 90
页数:18
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