Developing and examining validity evidence for the Writing Rubric to Inform Teacher Educators (WRITE)

Hodges, Tracey S.; Wright, Katherine Landau; Wind, Stefanie A.; Matthews, Sharon D.; Zimmer, Wendi K.; McTigue, Erin M.

doi:10.1016/j.asw.2019.03.001

Cited by 17 publications

(11 citation statements)

References 33 publications

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“…At this stage of dissemination, the learning process situation feels somewhat different because students in this deployment stage are easier to understand what is conveyed by the teacher. The students are all enthusiastic, actively asking questions, giving opinions and working on each step in the teaching material [39], [40]. Therefore, the average writing result of students at the distribution stage is higher than the trial phase.…”

Section: Resultsmentioning

confidence: 99%

Writing Literacy Based on the Game Toward Children in Minangkabau

Kharisma¹,

Hartati²,

Rahman³

et al. 2019

Proceedings of the Proceedings of the 2nd International Conference on Local Wisdom, INCOLWIS 2019, August 29-30, 2019, Padang,

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Writing literacy was one of the earliest known literacies in the history of human civilization. Writing literacy is classified as functional and great useful literacy in daily life, especially for low-grade students. The obstacle, the habit of writing in low class becomes a boring thing because the activities are carried out monotonously without any variation in learning. Moreover, in an increasingly modern era, lower class students are more preoccupied with technology, and it is feared that students will not be literate and do not recognize Minangkabau children's games, one of which is the finger game. Therefore, the main objective of this research was to improve writing skills based on Minangkabau children's games, namely by playing the finger. The results showed the emergence of the view that the game of finger as one of the cultures of Minangkabau children who were able to deliver early writing learning to realize writing literacy in the digital era. Early writing learning based on finger games was able to bring students into a pleasant writing habit.

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Section: Resultsmentioning

confidence: 99%

Writing Literacy Based on the Game Toward Children in Minangkabau

Kharisma¹,

Hartati²,

Rahman³

et al. 2019

Proceedings of the Proceedings of the 2nd International Conference on Local Wisdom, INCOLWIS 2019, August 29-30, 2019, Padang,

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“…In other words, many researchers are interested in the degree to which rating errors and systemic biases introduce irrelevant structural variation in the interpretation of ratings. Concerning rater impacts, features like rubrics can also lead to psychometric constraints in rater-mediated writing assessments (Hodges et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

The raters’ differences in Arabic writing rubrics through the Many-Facet Rasch measurement model

Baharudin

Maskor²,

Matore

2022

Front. Psychol.

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Writing assessment relies closely on scoring the excellence of a subject’s thoughts. This creates a faceted measurement structure regarding rubrics, tasks, and raters. Nevertheless, most studies did not consider the differences among raters systematically. This study examines the raters’ differences in association with the reliability and validity of writing rubrics using the Many-Facet Rasch measurement model (MFRM) to model these differences. A set of standards for evaluating the quality of rating based on writing assessment was examined. Rating quality was tested within four writing domains from an analytic rubric using a scale of one to three. The writing domains explored were vocabulary, grammar, language, use, and organization; whereas the data were obtained from 15 Arabic essays gathered from religious secondary school students under the supervision of the Malaysia Ministry of Education. Five raters in the field of practice were selected to evaluate all the essays. As a result, (a) raters range considerably on the lenient-severity dimension, so rater variations ought to be modeled; (b) the combination of findings between raters avoids the doubt of scores, thereby reducing the measurement error which could lower the criterion validity with the external variable; and (c) MFRM adjustments effectively increased the correlations of the scores obtained from partial and full data. Predominant findings revealed that rating quality varies across analytic rubric domains. This also depicts that MFRM is an effective way to model rater differences and evaluate the validity and reliability of writing rubrics.

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“…To evaluate student writing and improve writing outcomes, there is evidence to support using general outcome measures (e.g., number of correct writing sequences), and there is evidence demonstrating that analytic rubrics are effective, valid, and reliable measures of writing performance (Harmey et al., 2019; Hodges et al., 2019). The CBM-W measures referred to earlier can supplement the rubric data and collectively be used to inform intervention planning (Allen et al., 2018).…”

Section: The Dddm Processmentioning

confidence: 99%

“…This is especially helpful when explaining a grade or an instructional plan to a parent (Swain & Friedrich, 2018). Although rubrics are not technically adequate to be a measure of progress monitoring (Heldsinger & Humphry, 2013; McMaster & Espin, 2007), there is an evidence base demonstrating their effectiveness in evaluating student writing (Harmey et al., 2019; Hodges et al., 2019).…”

mentioning

confidence: 99%

Steps for Success: Making Instructional Decisions for Students’ Essay Writing

Regan

Evmenova

Hutchison

et al. 2021

TEACHING Exceptional Children

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The process of analyzing student data to determine an appropriate instructional decision is crucial for student academic growth. This article details how teachers can make data-driven decisions to carefully design writing instruction. Steps are presented for teachers to follow throughout the data driven decision-making process in order to meet students’ specific needs when they are writing an essay. A case study is provided throughout the article to illustrate how students and teachers may navigate through this process while using a technology-based graphic organizer.

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Developing and examining validity evidence for the Writing Rubric to Inform Teacher Educators (WRITE)

Cited by 17 publications

References 33 publications

Writing Literacy Based on the Game Toward Children in Minangkabau

Writing Literacy Based on the Game Toward Children in Minangkabau

The raters’ differences in Arabic writing rubrics through the Many-Facet Rasch measurement model

Steps for Success: Making Instructional Decisions for Students’ Essay Writing

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