Constructs of writing proficiency in US state and national writing assessments: Exploring variability

Jeffery, Jill V.

doi:10.1016/j.asw.2008.12.002

Cited by 59 publications

(41 citation statements)

References 14 publications

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“…Previous content analyses, specifically of writing items on high-stakes tests prior to CCSS, have suggested potential instructional consequences such as narrowing of curriculum and over-reliance on formulaic writing instruction. For example, an analysis of 41 high-stakes writing exam items administered across U.S. states found that these tended to include persuasive writing items and to focus on formal features in scoring (Jeffery, 2009). We could not locate studies that examined the content of reading comprehension items in U.S. states' exams, pre-or post-CCSS adoption.…”

Section: Content Of High-stakes Literacy Examsmentioning

confidence: 99%

Common Core Standards and their Impact on Standardized Test Design: A New York Case Study

Polleck¹,

Jeffery²

2017

The High School Journal

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Section: Content Of High-stakes Literacy Examsmentioning

confidence: 99%

Common Core Standards and their Impact on Standardized Test Design: A New York Case Study

Polleck¹,

Jeffery²

2017

The High School Journal

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“…El interés fundamental de esta investigación fue el de desarrollar una rúbrica que no solo permitiera llegar a un cierto nivel de concordancia entre los jueces, sino que también tuviera un sustento teórico en las propuestas contemporáneas sobre los aspectos importantes en la producción escrita de lenguaje. Aún cuando existe una gran variedad de constructos y enfoques teó-ricos en el ámbito de la medición de la expresión escrita (Jeffery, 2009;Behizadeh & Engelhard, 2011), la lingüística textual mostró ser una propuesta lo suficientemente sólida como para que se pueda operacionalizar en rubros de evaluación, lo cual redunda en una mejor integración con los estándares psicométricos que debe cumplir todo instrumento de medición educativa.…”

Section: Conclusionesunclassified

Construcción y validación de un test de producción textual

Rodríguez

2016

Univ Psychol

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r e s u m e n En este artículo se presenta el proceso de construcción y validación de una rúbrica para medir la expresión escrita de estudiantes universitarios de primer año de ingreso. Se recogieron 117 ensayos escritos por estudiantes universitarios (75 mujeres y 42 hombres) de la carrera de Filología Españo-la de la Universidad de Costa Rica. Los ensayos fueron calificados por dos evaluadoras con base en una rúbrica, después de lo cual se calcularon diferentes índices de concordancia entre jueces para evaluar la calidad técnica de ésta. Entre los resultados más importantes se observó un porcentaje de acuerdo absoluto [±3 errores] del 90% en la mayoría de los rubros evaluados. Por otro lado, se observaron correlaciones pequeñas y moderadas entre los aspectos incluidos en la rúbrica. A partir de estos resultados se discute la utilidad de utilizar la lingüística textual como base teórica para construir rúbricas de evaluación. Palabras claveConfiabilidad; rúbrica; expresión escrita; estudiantes universitarios A B s t r A c tThis article describes the process of construction and validation of a rubric to measure the writing of first-year university students. 117 essays written by Spanish Philology students (75 women and 42 men) of the University of Costa Rica were collected. Two evaluators, based on a rubric, rated the compositions after which different raters agreement coefficients were calculated to assess the technical quality of the rubric. Among the most important results, a 90% of absolute agreement was observed [± 3 errors] in most of the areas evaluated. On the other hand, small and moderate correlations between the aspects included in the rubric were observed. From these results the utility of using text linguistics as a theoretical basis for constructing written expression rubrics are discussed.

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“…Washback refers to an assessment influencing instruction, and negative washback occurs when poorly designed assessments based on inaccurate understandings of a construct (Jeffery, 2009) result in ineffective and inauthentic instructional activities. Therefore, it is important to study how writing is represented in these new assessments because these representations affect how writing is taught in classrooms.…”

Section: Introductionmentioning

confidence: 99%

Awaiting a new wave: The status of state writing assessment in the United States

Behizadeh

Pang

2016

Assessing Writing

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Constructs of writing proficiency in US state and national writing assessments: Exploring variability

Cited by 59 publications

References 14 publications

Common Core Standards and their Impact on Standardized Test Design: A New York Case Study

Common Core Standards and their Impact on Standardized Test Design: A New York Case Study

Construcción y validación de un test de producción textual

Awaiting a new wave: The status of state writing assessment in the United States

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