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1.
《Assessing Writing》2006,11(3):148-166
This study was conducted to gather evidence regarding effects of the mode of writing (handwritten vs. word-processed) on compositional quality in a sample of sixth grade students. Questionnaire data and essay scores were gathered to examine the effect of composition mode on essay scores of students of differing computer skill levels. The study was replicated across two writing prompts; essays were assessed on six elements of writing on which a Writing Process Model theoretical framework predicted differences across modes. Statistically significant effects for mode and computer skills were found for some essay elements, although no statistically significant effects were found for others. These results were inconsistent across writing prompts. With the surge in high-stakes testing in American schools and with increasingly more importance being placed on writing skills in many areas, it is critical that test developers ensure that the composition mode of these tests is not putting certain students at a disadvantage. Accordingly, this article concludes with implications for writing instruction and assessment. 相似文献
2.
Laurie Laughlin Davis Aline Orr Xiaojing Kong Chow-Hong Lin 《Educational Assessment》2013,18(3):180-198
There is increasing expectation that schools should be able to use tablets for a range of instructional and assessment purposes. This article considers the comparability of student writing on tablets and laptops to ensure that writing assessment is conducted in a way that is fair to all students. Data were collected from a sample of 826 students from Virginia and South Dakota at 2 grade levels. Each student was provided with a laptop, a tablet, or a tablet with an external keyboard and asked to respond to a grade-level-appropriate essay prompt. Results indicated no difference in the essay score or surface-level essay features across study conditions. However, the relatively short length of essays written, the fact that reference materials were not required to respond to the essay prompts, and the general motivational level of student participants were likely contributing factors to the observed outcomes. 相似文献
3.
Accommodation policymaking and practice should be guided by empirical research and informed clinical judgment. Findings from our study can provide information to test users about the validity of inferences that can be made from scores obtained from accommodated test administrations for students with disabilities. The factor structure of the newly revised Scholastic Aptitude Reasoning Test (SAT®, 2005) was examined across two groups of students (students without disabilities tested under standard time conditions, and students with disabilities tested with extended time) to determine whether the test measures the same construct for both groups. Invariance across the two groups was supported for all parameters of interest, suggesting that the scores on the Critical Reading, Math, and Writing sections of the SAT Reasoning Test can be interpreted in the same way when students have an extended‐time administration as opposed to the standard‐time administration. 相似文献
4.
The relationship between writers’ perceptions and their performance on a field-specific writing test
《Assessing Writing》2008,13(2):93-110
Writing performance is greatly affected by task-related elements such as topic familiarity, difficulty, task-type, and subject matter of the prompt, which are perceived differently by each individual writer. Yet, little has been reported on the direct relationship between writers’ perceptions of a prompt and their actual performance on the prompt. The present study explored possible associations between students’ perceptions of a writing prompt and their actual writing performance on a field-specific (FS) English for academic purposes (EAP) writing test, compared to those on a general-topic test. Each of the 124 students produced two writing samples, one on an assigned regular topic and the other on one chosen from the four FS prompts. The writers also responded to a survey of their perceptions of the FS prompts and the FS test in general. The subjects’ performances on the two tests were compared across the four prompt subgroups, and analyzed against their survey responses. It was found that students’ performances were not statistically different on the two different tests or across the prompts chosen on the FS EAP writing test. Further analysis revealed that student subgroups varied in their perceptions of the degree of prompt familiarity. Based on the results, future research implications are proposed for EAP testing and L2 writing research. 相似文献
5.
Extensive research has examined the validity and fairness of standardized tests in academic admissions. However, due to their underrepresentation in higher education, American Indians have gained much less attention in this research. In the present study, we examined for American Indian students (1) group differences on SAT scores, (2) the predictive and incremental validity of SAT over high school grades, (3) the effect of socioeconomic status on SAT validity, (4) differential prediction in the use of SAT scores, and (5) potential omitted variables that could explain differential prediction for American Indian students. Results provided evidence of predictive and incremental validity of SAT scores, and the validity of SAT scores was largely independent of socioeconomic status. Overprediction was found when using SAT scores to predict college performance and it was reduced when including high school grades as an additional predictor. This study provides substantial evidence of the validity and fairness of SAT scores for American Indians. 相似文献
6.
Previous research notes the importance of understanding racial/ethnic differential prediction of college grades across multiple institutions. Institutional variation in selection indices is especially important given some states' laws governing public institutions' admissions decisions. This paper employed multilevel moderated multiple regression to study the variation of selection indices across 30 institutions and the accuracy of selection indices in predicting college grades for students of different racial/ethnic backgrounds. Several benefits of multilevel models for cross-institutional differential prediction studies were described and include: controlling for institutional differences in range restriction, providing reliability estimates of least squares estimates, and adjusting criterion scores for differences in coursework difficulty. The findings from this study provide evidence of institutional variation in selection indices, which challenges current laws aimed at standardizing them. Specifically, there was evidence that the predictor slope coefficients varied across institutions, in addition to the estimates that measured intercept differences for African and Asian American students. Across universities, the results mirrored previous findings: high school grade point average (GPA) differentially predicted grades for African Americans, SAT verbal scores differentially predict grades for Asian Americans, and SAT math scores were better predictors of Asian Americans' grades. 相似文献
7.
Brent Bridgeman Catherine Trapani Jennifer Bivens-TatumAuthor vitae 《Assessing Writing》2011,16(4):237-255
Writing task variants can increase test security in high-stakes essay assessments by substantially increasing the pool of available writing stimuli and by making the specific writing task less predictable. A given prompt (parent) may be used as the basis for one or more different variants. Six variant types based on argument essay prompts from a large-scale, high-stakes North American writing assessment and six based on issue prompts from the same test were created and evaluated in the research section of the test administrations in the winter of 2009. Examinees were asked to volunteer to write an essay on one of the new prompt/variant tasks. Essays were obtained from 7573 examinees for argument prompts and 10,827 examinees for issue prompts. Results indicated that all variant types produced reasonably similar means, standard deviations, and rater reliabilities, suggesting that the variant strategy should be useable for operational administrations in high stakes essay assessments. Variant type did not interact with gender, ethnicity, or language (self-report that English or another language is the examinee's “best” language). 相似文献
8.
In studies of the SAT, correlations of SAT scores, high school grades, and socioeconomic factors (SES) are usually obtained using a university as the unit of analysis. This approach obscures an important structural aspect of the data: The high school grades received by a given institution come from a large number of high schools, all of which have potentially different grading standards. SAT scores, on the other hand, can be assumed to have the same meaning across high schools. Our analyses of a large national sample show that, when pooled within-high-school analyses are applied, high school grades and class rank have larger correlations with family income and education than is evident in the results of typical analyses, and SAT scores have smaller associations with socioeconomic factors. SAT scores and high school grades, therefore, have more similar associations with SES than they do when only the usual across-high-school correlations are considered . 相似文献
9.
Amber E. McConnell Karen S. Little James E. Martin 《British Journal of Special Education》2015,42(1):87-111
This study used a multiple probe design across behaviours to determine if four high school students with learning disabilities could plan post‐school transition goals using a modified GO 4 IT … NOW! intervention while learning essential paragraph and essay writing skills. The results of this study indicate a functional relationship between the intervention and increased writing skills needed for high‐stakes testing and increases in students' knowledge of transition planning. During baseline, students produced extremely short essays and did not include essential paragraph elements. After instruction, students wrote longer compositions and included more details, and paragraphs contained more paragraph elements. All participants increased essay quality during the intervention as measured by the rubric used to evaluate end‐of‐instruction writing prompts. 相似文献
10.
G. Edward Miller 《Educational Measurement》2003,22(3):30-36
The No Child Left Behind Act of 2001 requires that states demonstrate a reduction in the test score minority gap over time but does not specify what methodology states must use to demonstrate this. The Act also requires that a measure of Adequate Yearly Progress be established by each state expressed in terms of the percent of students who achieve a level of "proficiency" on the state examination. While the most common methods used by states for analyzing the minority gap in test scores over time are percent achieving a performance standard, mean scale scores, and effect sizes, the default method for analyzing the minority gap will likely be the percent achieving proficiency. This article considers some of the practical issues involved in using the percent achieving a performance standard, mean scale scores, and effect sizes to analyze the minority gap using Texas student performance on their in-state assessment, National Assessment of Educational Progress (NAEP), and SAT. The intent of the article is to increase the understanding of policymakers and others on the issues of using the various statistics to analyze the minority gap. 相似文献
11.
Oren R. Shewach Kyle D. McNeal Nathan R. Kuncel Paul R. Sackett 《Educational Measurement》2019,38(1):25-35
College students commonly have considerable course choice, and they can differ substantially in the proportion of their coursework taken at an advanced level. While advanced coursework is generally viewed as a desirable component of a student's education, research has rarely explored differences in student course‐taking patterns as a measure of academic success in college. We examined the relationship between the SAT, high school grade point average (HSGPA), and the amount of advanced coursework taken in a sample of 62 colleges and 188,985 students. We found that both the SAT and HSGPA predict enrollment in advanced courses, even after controlling for advanced placement (AP) credits and demographic variables. The SAT subtests of Critical Reading, Writing, and Math displayed differential relationships with advanced course‐taking dependent on student major. Gender and race/ethnicity were also related to advanced course‐taking, with women taking more advanced courses in all major categories except for science, technology, engineering, and mathematics (STEM) where they took fewer, even after controlling for other variables. Socioeconomic status had a negligible relationship with advanced course‐taking. This research broadens our understanding of academic achievement in college and the goals of admissions in higher education. 相似文献
12.
《Educational Assessment》2013,18(1):3-22
This study gathered the judgments of Graduate Record Examination test takers-actual and prospective-about a sample of essay prompts being considered for possible use in a graduate admissions writing test. Our thesis was that test-takers' views, which have not been frequently considered in any systematic fashion, may provide valuable information to developers of writing assessments. The specific objective was to determine the kinds of prompts and topics on which examinees feel they can write strong essays, as well as those that they perceive as more difficult. The study identified several features that underlie examinee perceptions of essay prompts. Prominent among these features was the extent to which prompts allow writers to draw on their personal experiences. Some study participants also wrote essays on a small subset of the prompts. With these data, the relation of examinee opinions to performance on the prompts was examined. Though apparent, this relation was less dramatic than writers' strong opinions would suggest. 相似文献
13.
Jana L. Higdem Jack W. Kostal Nathan R. Kuncel Paul R. Sackett Winny Shen Adam S. Beatty Thomas B. Kiger 《Educational Measurement》2016,35(1):21-28
Recent research has shown that admissions tests retain the vast majority of their predictive power after controlling for socioeconomic status (SES), and that SES provides only a slight increment over SAT and high school grades (high school grade point average [HSGPA]) in predicting academic performance. To address the possibility that these overall analyses obscure differences by race/ethnicity or gender, we examine the role of SES in the test‒grade relationship for men and women as well as for various racial/ethnic subgroups within the United States. For each subgroup, the test‒grade relationship is only slightly diminished when controlling for SES. Further, SES is a substantially less powerful predictor of academic performance than both SAT and HSGPA. Among the indicators of SES (i.e., father's education, mother's education, and parental income), father's education appears to be strongest predictor of freshman grades across subgroups, with the exception of the Asian subgroup. In general, SES appears to behave similarly across subgroups in the prediction of freshman grades with SAT scores and HSGPA. 相似文献
14.
Using data from a sample of 10 colleges at which most students had taken both SAT I: Reasoning tests and SAT II: Subject tests, we simulated the effects of making selection decisions using SAT II scores in place of SAT I scores. Specifically, we treated the students in each college as forming the applicant pool for a more select college, and then selected the top two thirds (and top one third) of the students using high school grade point average combined with either SAT I scores or the average of SAT II scores. Success rates, in terms of first-year grade point averages, were virtually identical for students selected by the different models. The percentage of African American, Asian American, and White students selected varied only slightly across models. Appreciably more Mexican American and Other Latino students were selected with the model that used SAT II scores in place of SAT I scores because these students submitted subject test scores for the Spanish test on which they had high scores. 相似文献
15.
In this study we use data from the Early Childhood Longitudinal Survey third- and fifth-grade samples to investigate teacher judgments of student achievement, the extent to which they offer a similar picture of student mathematics achievement compared to standardized test scores, and whether classroom assessment practices moderate the relationship between the two measures. Results indicate that teacher ratings correlate strongly with standardized test scores; however, this relationship varies considerably across teachers, and this variation is associated with certain classroom assessment practices. Furthermore, the evidence suggests that teachers evaluate student performance not in absolute terms but relative to other students in the school and that they may adjust their grading for some students, perhaps with basis on perceived differences in need and/or ability. 相似文献
16.
A broad literature seeks to assess the importance of schools, proxies for school quality, and family background on children's achievement growth using the education production function. Using rich data from the Philippines, we introduce and estimate a model that imposes little structure on the relationship between intake achievement and follow-up achievement and evaluate school performance based on this estimated relationship. Our methods nest typical value-added specifications that use test score gains as the outcome variable and models assuming linearity in the relationship between intake and follow-up scores. We find evidence against the use of value-added models for our data and show that such models give very different assessments of school performance in the Philippines. Using a variety of tests we find that schools matter in the production of student achievement, though variation in performance across schools only explains about 4.4–5.3% of the total (conditional) variation in follow-up achievement. Schools providing basic facilities—in particular schools providing electricity—are found to perform much better in the production of achievement growth. 相似文献
17.
ObjectiveThe current study aimed to explore the frequency and effects of multipart prompts on the testimonies of children who were alleged victims of sexual abuse and were interviewed using the National Institute of Child Health and Human Development (NICHD) Investigative Protocol. The effects of the multipart prompts were studied by considering the type of prompt given to the children and examining the richness of the children's testimonies (e.g., the number of words and the number of forensic details) and the ways the children contended with these prompts (e.g., which demand they answered, whether they signaled misunderstanding).Method71 Israeli children aged 4–9 years were interviewed after a complaint of single incident of sexual abuse by a perpetrator who was not a family member. All of the interviews that met the specified criteria and were conducted within a specified period were included in this study. Two raters identified simple versus multipart prompts and analyzed the children's responses.ResultsThe results clearly showed that multipart prompts were used in most interviews, regardless of the child's age. An average of 5.58 multipart prompts per interview was given. The effects of the multipart prompts were destructive and harmed the length and the richness of the children's testimonies. Children of all ages failed to signal their lack of understanding of multipart prompts, and 24% of their responses were unintelligible. When the children did produce a relevant and substantive answer, they primarily responded to the last demand in the multipart prompt and rarely provided an answer to both demands.ConclusionsThe study clearly indicates that even well-trained investigative interviewers present inappropriate multipart prompts to children. The findings contribute to the existing knowledge about the adverse effect that multipart prompts have on children's narratives, indicating that children of all ages provided poorer testimonies in response to multipart prompts. The systematic knowledge accumulated in both laboratory and field studies indicates that it is necessary to eliminate the use of multipart prompts by updating existing practical guidelines and training courses. 相似文献
18.
Postsecondary schools have traditionally relied on admissions tests such as the SAT and ACT to select students. With high school achievement assessments in place in many states, it is important to ascertain whether scores from those exams can either supplement or supplant conventional admissions tests. In this study we examined whether the Arizona Instrument to Measure Standards (AIMS) high school tests could serve as a useful predictor of college performance. Stepwise regression analyses with a predetermined order of variable entry revealed that AIMS generally did not account for additional performance variation when added to high school grade-point average (HSGPA) and SAT. However, in a cohort of students that took the test for graduation purposes, AIMS did account for about the same proportion of variance as SAT when added to a model that included HSGPA. The predictive value of both SAT and AIMS was generally the same for Caucasian, Hispanic, and Asian American students. The ramifications of universities using high school achievement exams as predictors of college success, in addition to or in lieu of traditional measures, are discussed. 相似文献
19.
This study examined how 30 minutes of search time on the Web affected students’ essay scores in response to a writing prompt. Expository essays were obtained from 49 fourth- and fifthgrade students enrolled in an elementary school in Virginia, in the United States. Students were placed by random assignment into three groups with the same writing prompt for all three groups. Data analyses using ANOVA indicate that there was statistical significance in two components of writing. The group that received instruction on using the Internet to conduct research in the prewriting phase outperformed the control group in two areas: the total essay score (p=.053) and usage/mechanics (p=.028). The study also produced effect sizes ranging from small to large when the Internet users were compared to the control group. Implications for the future of Internet use in the school system are discussed. 相似文献
20.
Hunter Breland 《教育实用测度》2013,26(4):377-403
The objective of the present investigation was to examine the comparability of writing prompts for different gender groups in the context of the computer-based Test of English as a Foreign Language? (TOEFL®-CBT). A total of 87 prompts administered from July 1998 through March 2000 were analyzed. An extended version of logistic regression for polytomous items was used to investigate both uniform and non-uniform gender effects. An English Language Ability variable was developed from the multiple-choice components of the TOEFL®-CBT examination and used as a matching variable. Initially, most of the prompts were flagged because of statistically significant uniform gender effects, with some prompts displaying non-uniform effects as well. Nevertheless, the effect sizes were too small for any of those flagged prompts to be classified as having an important group effect. These findings are discussed in relation to prompt content review, gender format differences, and second language learning theories. 相似文献