Assessment from the ground up: Developing and validating a usage-based diagnostic assessment procedure in a graduate EAP context

Dolgova, Natalia; Siczek, Megan

doi:10.1016/j.jeap.2019.100771

Cited by 4 publications

(2 citation statements)

References 6 publications

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“…It has been widely argued that the criteria in a diagnostic rating scale for writing should be based on a theory or a model of language or writing development (Behizadeh & Engelhard, 2011;Dolgova & Siczek, 2019;Knoch, 2011;Read & von Randow, 2013). Furthermore, in a project of examining how assessors inform themselves of using assessment for Canadian university-learning EAP courses, Doe (2015) chose The Canadian Academic English Language (CAEL) as the assessment framework, explaining that the students should be familiar with assessments based on the framework and the raters should be familiar with the framework itself.…”

Section: Theoretical Framework Of Writing Developmentmentioning

confidence: 99%

Development and Validation of a Diagnostic Rating Scale for EFL Writing in China

Lu¹,

Han²,

Fang³

et al. 2020

IJEL

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Diagnostic assessment of EFL writing ability is useful yet seldom adopted for Chinese EFL students. In line with this urge, this study intends to design and validate a diagnostic rating scale for EFL writing in China. This rating scale is adapted from China’s Standards of English Language Ability (CSE in short) for an argumentative writing assignment of College English III students at a key university in Eastern China. To collect data for validation, four raters were asked to score 67 compositions utilizing the rating scale. A multi-facet Rasch analysis was employed to investigate the validity of the rating scale. Three facets—examinee, rater, and criteria—basically accord with the ideal requirements. Comparing our validated rating scale and rating scales for writing assessment designed in other contexts, the importance of setting rating scales in a specific context is demonstrated. Additionally, our context-specific, CSE-based rating scale once again corroborates the versatility of CSE. This study provides a meaningful examination of the appropriate form of a rating scale for diagnostic assessment in China.

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Section: Theoretical Framework Of Writing Developmentmentioning

confidence: 99%

Development and Validation of a Diagnostic Rating Scale for EFL Writing in China

Lu¹,

Han²,

Fang³

et al. 2020

IJEL

View full text Add to dashboard Cite

show abstract

“…Studies on diagnostic assessment of writing have documented how to identify, operationalize, and measure the underlying constructs (e.g., Dolgova & Siczek, 2019;Kim, 2011;Urmston et al, 2013), yet there remains much to learn about how to use diagnostic instruments (Pellegrino et al, 2016). There is a broad consensus that validity is the most important consideration in evaluating the quality of the uses and interpretations of the results of tests and assessments.…”

Section: Introductionmentioning

confidence: 99%