Benchmark rating procedure, best of both worlds? Comparing procedures to rate text quality in a reliable and valid manner

Bouwer, Renske; Koster, Monica; Bergh, Huub van den

doi:10.1080/0969594x.2023.2241656

Cited by 5 publications

(1 citation statement)

References 33 publications

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“…Other studies did not even assess overall quality, only the number of words and the presence of expected structural elements (Festas et al, 2015). Although benchmarks are a recommended assessment method (Bouwer et al, 2023), we opted not to use them because we wanted to evaluate each criterion in isolation to better understand how students progressed with each strategy taught. Before scoring the pre-test, we trained the RA to evaluate the opinion letters.…”

Section: Writing Measuresmentioning

confidence: 99%

Effects of teacher-implemented explicit writing instruction on the writing self-efficacy and writing performance of 5th grade students

Falardeau,

Guay,

Dubois

et al. 2024

JoWR

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Meta-analyses indicate that explicit writing instruction (EWI) is an effective method for improving student writing self-efficacy and writing performance. EWI relies on explicit instruction of writing strategies through modeling, scaffolding and self-regulation. Most EWI-based interventions have been conducted by researchers, generally with subgroups of students or on a one-on-one basis, and very few have been conducted in other languages than English. Our quasi-experimental study aims to address these limits by testing EWI’s effects when teachers themselves intervene using peer feedback during the writing of opinion letters. We used practice-based professional development to teach teachers how to use EWI, and compared two experimental conditions (EWI with and without peer feedback) to a control group (Business as Usual). A total of 483 French-speaking 5th grade students participated in the study. Results from repeated measure analyses showed that, with or without peer feedback, the EWI intervention produced better writing performance and higher self-efficacy compared to the control group. We discuss the role of EWI for writing performance and self-efficacy.

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Section: Writing Measuresmentioning

confidence: 99%

Effects of teacher-implemented explicit writing instruction on the writing self-efficacy and writing performance of 5th grade students

Falardeau,

Guay,

Dubois

et al. 2024

JoWR

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Write, talk and rewrite: the effectiveness of a dialogic writing intervention in upper elementary education

Bouwer,

van der Veen

2023

Read Writ

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In this research, we developed and empirically tested a dialogic writing intervention, an integrated language approach in which grade 5/6 students learn how to write, talk about their writing with peers, and rewrite. The effectiveness of this intervention was experimentally tested in ten classes from eight schools, using a pretest–posttest control group design. Classes were randomly assigned to the intervention group (5 classes; 95 students) or control group (5 classes; 115 students). Both groups followed the same eight lessons in which students wrote four argumentative texts about sustainability. For each text, students wrote a draft version, which they discussed in groups of three students. Based on these peer conversations, students revised their text. The intervention group received additional support to foster dialogic peer conversations, including a conversation chart for students and a practice-based professional development program for teachers. Improvements in writing were measured by an argumentative writing task (same genre, but different topic; near transfer) and an instructional writing task (different genre and topic; far transfer). Text quality was holistically assessed using a benchmark rating procedure. Results show that our dialogic writing intervention with support for dialogic talk significantly improved students’ argumentative writing skills (ES = 1.09), but that the effects were not automatically transferable to another genre. Based on these results we conclude that a dialogic writing intervention is a promising approach to teach students how to talk about their texts and to write texts that are more persuasive to readers.

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Educational assessment as hope in uncertain times

Hopfenbeck

2023

Assessment in Education: Principles, Policy & Practice

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Benchmark rating procedure, best of both worlds? Comparing procedures to rate text quality in a reliable and valid manner

Cited by 5 publications

References 33 publications

Effects of teacher-implemented explicit writing instruction on the writing self-efficacy and writing performance of 5th grade students

Effects of teacher-implemented explicit writing instruction on the writing self-efficacy and writing performance of 5th grade students

Write, talk and rewrite: the effectiveness of a dialogic writing intervention in upper elementary education

Educational assessment as hope in uncertain times

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