Validity evidences for scoring procedures of a writing assessment task. A case study on consistency, reliability, unidimensionality and prediction accuracy

Elosua, Paula

doi:10.1016/j.asw.2022.100669

Cited by 3 publications

(5 citation statements)

References 27 publications

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“…Dena den, azken hauen bitartez posible da goi-mailako gaitasunak ere ebaluatzea.  Erantzunak zuzentzearen aldetik, hautatze-itemak erraz zuzentzen diren bitartean, saiakera-itemen zuzenketarako ezinbestekoa da epaileen edo zuzentzaileen bitartekaritza (Elosua, 2022;Haladyna eta Rodriguez, 2013).…”

Section: Urratsa Jarduerak Eta Itemak Sortzeaunclassified

“…Trebatze hori derrigorrezkoa da epaileen bidezko zuzenketak dakarren subjektibitatemaila kontrolatzeko. Dudarik gabe, epaileen zuzenketa-lanetan norbanakoen izaerak eragin dezake, hala nola zorroztasunak, malgutasunak, irizpideak interpretatzeko moduak edota irizpide horiek kuantitatiboki baloratzeko erak (Johnson et al, 2009;Elosua, 2022). Trebatze-eta bitartez adituen arteko diferentzia horiek leundu daitezke.…”

Section: Paula Elosua Olidenunclassified

“…Itemei dagokienez, esaterako, horien zailtasuna eta diskriminazio-gaitasuna aztertuko dira; hau da, zein den item batek atazaren beste itemekiko duen lotura edota item batek nola bereizten duen gai eta ez gai direnen artean. Epaileak ere aztergai dira; zein den bakoitzaren zorroztasuna, malgutasuna edota ekoizpen desberdinen artean bereizteko duten gaitasuna, baita nola interpretatzen dituzten ebaluazio-irizpideak ere (Elosua, 2022).…”

Section: Urratsa Analisiak Egiteaunclassified

“…Kalifikazioek, eta azken finean proba egin ondoren lortzen diren egiaztagiriek, bidezkoak eta baliagarriak izango badira, berma zientifikoa behar dute. Euskararen kasuan, egiaztatze-sistemak bide horri ekin diola esan daiteke; horrela erakusten dute azken urteetan eginiko ikerketek (Elosua, 2022;Elosua et al, 2023), Europatik jaso den Q kalitate-markak edota hizkuntza-probek eremuan ari diren nazioarteko entitateei erakutsi zaien atxikimendua (ALTE, 2020). Oraindik lan handia dago egiteke, hobekuntza etengabeko bide jarraitua baita.…”

Section: Paula Elosua Olidenunclassified

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Hizkuntza-komunikaziorako gaitasunak egiaztatzearen artehunak. Baliotasuna helburu

Elosua¹

2023

e-Hizpide

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Hizkuntza-komunikaziorako gaitasuna egiaztatzeko proba batek, bidezkoa izango bada, hainbat betekizun tekniko eta etiko zorrotz bete behar ditu. Egiaztatze-probak prozesu jarraitu baten emaitza dira, eta hizkuntzalaritza aplikatuak eta psikometriak bideak zehazten dituzte. Hain zuzen ere, hizkuntzalaritzak hizkuntza-gaitasuna zer den definitzen eta horren ezaugarriak zehazten laguntzen du, eta psikometriak gaitasun hori zuzen neurtzeko beharrezko prozedurak eta printzipioak aplikatzen ditu. Lan honetan, bidezko egiaztatze-proba batek jarraitu beharreko urratsak deskribatuko dira. Hamar dira aipatzen diren pausoak eta bakarra da bilatzen den helburua: kalifikazioen baliotasuna. Egiaztatze-proben azpitiko oinarri sendo batek bakarrik bermatuko du kalifikazioek alborapenik ez dutela, horien erabilera zuzena dela eta ondorio negatiborik ez dutela; hau da, emaitzek egoki eta zuzen islatzen dituztela hautagai baten hizkuntza-komunikaziorako gaitasunak.

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Section: Urratsa Jarduerak Eta Itemak Sortzeaunclassified

Section: Paula Elosua Olidenunclassified

Section: Urratsa Analisiak Egiteaunclassified

Section: Paula Elosua Olidenunclassified

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Hizkuntza-komunikaziorako gaitasunak egiaztatzearen artehunak. Baliotasuna helburu

Elosua¹

2023

e-Hizpide

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“…Construct validity is related to the extent to which the measuring instrument actually measures what is intended. This involves proving that the measuring instrument truly reflects the concept or competency construct that is intended to be measured(Rezaei & Lovorn, 2010;Elosua, 2022;Correnti et al, 2022).…”

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Writing Assessment Model: Demands of Indonesian Teachers in the 21st Century

Aryana,

Zulaeha,

Pristiwati

et al. 2024

jltr

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This research explores Indonesian teachers' perceptions of writing assessment models based on their needs from school. This research also collected input from the teachers regarding important elements in an ideal writing assessment model with 21st century. The development research model used is the Borg and Gall model adapted by Sugiyono, but development research was only at the design planning stage. This research data was collected through surveys and group discussion forums. Data analysis used the Miles and Huberman model. In short, the results showed the demands of teachers to develop a writing skills assessment model that is oriented towards the 4C and HOTS aspects and that focuses on the characteristics of reliability, sustainability, construct validity, collaboration, assessment criteria, competency standards, question construction, objectivity, and communication. Additionally, the procedural framework for the required writing skills assessment model consists of three parts: 1) identifying assessment standards, 2) writing assignment development, 3) implementation and follow-up. Therefore, this research can make a positive contribution to Indonesian teachers' efforts to measure student achievement in writing skills.

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Exploring the Effects of Written Corrective Feedback Types on Grammatical Accuracy in L2 Writing: Evidence From Ethiopian High School Students

Gebremariam

2024

Sage Open

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Although, written corrective feedback (hereafter referred to as CF) is applauded in many writing courses for fostering students’ quality writing, its impact on grammatical accuracy in L2 students’ writing remains a debated topic. Thus, this study looked into the effect of CF types on L2 students’ grammatical accuracy in writing. To achieve this objective, the design of this study was quasi-experiment. During the intervention of the study three groups: two experimental groups and one control group were participated with a total of 150 students. Over the intervention of 8 weeks, the students received pretest, immediate post-test and a delayed post-test was given. The data collected through the writing tests was analyzed using one-way ANOVA and Scheffe post hoc tests. The findings indicated that although CF types have positive effects during the immediate posttest scores, they did not have any positive effect on L2 students’ grammatical accuracy in writing context in the delayed posttest scores. This implies that CF alone is not sufficient for improving the grammatical accuracy of high school students in Ethiopia. Although the CF literature discussed its importance in the language acquisition, teachers are advised to focus on students’ additional exposures in writing accuracy rather than grammatical correction in their writing classes and use longer treatment to allow language learners’ engagement with the CF types provided.

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Validity evidences for scoring procedures of a writing assessment task. A case study on consistency, reliability, unidimensionality and prediction accuracy

Cited by 3 publications

References 27 publications

Hizkuntza-komunikaziorako gaitasunak egiaztatzearen artehunak. Baliotasuna helburu

Hizkuntza-komunikaziorako gaitasunak egiaztatzearen artehunak. Baliotasuna helburu

Writing Assessment Model: Demands of Indonesian Teachers in the 21st Century

Exploring the Effects of Written Corrective Feedback Types on Grammatical Accuracy in L2 Writing: Evidence From Ethiopian High School Students

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