The Reliability of the Reading of an English Essay Test: A Second Study

Anderson, Harold A.; Traxler, Arthur E.

doi:10.1086/440557

Cited by 5 publications

(4 citation statements)

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“…(2) Reliability of predictor variables. There are two types of inclioes whioh are helpful in judging the reliability of essay material.…”

Section: Do Not Attempt To Prediot the Results Of The Ceeb Englishmentioning

confidence: 99%

“…* * * * * I can soarcely be enthusiastio about his skill as a violinist, but 1 I must admit that he is .somewhat Ii ***** (2) progresses, (2) yet (3) OMIT 17. (2) and (2) and although (3) furthermore .…”

Section: For Anything Written In This Test Booklet or For Multiple Anmentioning

confidence: 99%

“…While reader rellabilities of .85 or higher have occasionally been reported (2,12,39,48,50,57), the preponderance of the evidence indicates that this is exoeptional. The suooesses reported by Noyes (39) and by…”

mentioning

confidence: 90%

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Measurement of Writing Ability at the College‐entrance Level: Objective vs. Subjective Testing Techniques

Huddleston

1952

ETS Research Bulletin Series

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“…(2) Reliability of predictor variables. There are two types of inclioes whioh are helpful in judging the reliability of essay material.…”

Section: Do Not Attempt To Prediot the Results Of The Ceeb Englishmentioning

confidence: 99%

Section: For Anything Written In This Test Booklet or For Multiple Anmentioning

confidence: 99%

See 1 more Smart Citation

Measurement of Writing Ability at the College‐entrance Level: Objective vs. Subjective Testing Techniques

Huddleston

1952

ETS Research Bulletin Series

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“…(p. 489) There were others involved in the improvement of the scoring of constructed responses. For example, Anderson and Traxler (1940) argued that 3 by carefully formulating the test material and training the readers, it is possible to obtain highly reliable readings of essay examinations. Not only is the reliability high for the total score, but it is also fairly high for most of the eight aspects of English usage that were included in this study.…”

Section: Reliabilitymentioning

confidence: 99%

A Historical Survey of Research Regarding Constructed-Response Formats

Bejar

2017

Methodology of Educational Measurement and Assessment

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This chapter chronicles ETS research and development contributions related to the use of constructed-response item formats. 1 The use of constructed responses in testing dates back to imperial China, where tests were used in the selection of civil servants. However, in the United States, the multiple-choice format became dominant during the twentieth century, following its invention and use by the SAT ® examinations created by the College Board in 1926. When ETS was created in 1947, post-secondary admissions testing was largely based on tests consisting of multiplechoice items. However, from the start, there were two camps at ETS: those who believed that multiple-choice tests were sufficiently adequate for the purpose of assessing "verbal" skills and those who believed that "direct" forms of assessment requiring written responses had a role to play. For constructed-response formats to regain a foothold in American education several hurdles would need to be overcome. Research at ETS was instrumental in overcoming those hurdles.The first hurdle was that of reliability, specifically the perennial issue of low interrater agreement, which plagued the acceptance of constructed-response formats for most of the twentieth century. The second hurdle was broadening the conception of validity to encompass more than predictive considerations, a process that began with the introduction of construct validity by Cronbach and Meehl (1955). Samuel Messick at ETS played a crucial role in this process by making construct validity relevant to educational tests. An inflexion point in the process of reincorporating constructed-response formats more widely in educational tests was marked 1 Constructed responses to a prompt or question can range in scope and complexity. Perhaps the most common constructed response is the written essay. However, short written responses to questions are also considered to be constructed, as are spoken answers in response to a prompt, mathematical responses (equations, plotted functions, etc.), computer programs, and graphical responses such as architectural designs.

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Measurement of Writing Ability at the College-Entrance Level

Huddleston

1954

The Journal of Experimental Education

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The Reliability of the Reading of an English Essay Test: A Second Study

Cited by 5 publications

References 0 publications

Measurement of Writing Ability at the College‐entrance Level: Objective vs. Subjective Testing Techniques

Measurement of Writing Ability at the College‐entrance Level: Objective vs. Subjective Testing Techniques

A Historical Survey of Research Regarding Constructed-Response Formats

Measurement of Writing Ability at the College-Entrance Level

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