By Brian Huot, Peggy O'Neill, Cindy Moore
Whereas such a lot English pros think pleased with language and literacy theories, review theories look extra alien. English pros usually don’t have a transparent realizing of the main ideas in academic dimension, reminiscent of validity and reliability, nor do they comprehend the statistical formulation linked to psychometrics. yet realizing overview theory—and using it—by people who are no longer psychometricians is necessary in constructing priceless, moral exams in collage writing courses, and in reading and utilizing evaluate effects.
A consultant to varsity Writing Assessment is designed as an creation and resource e-book for WPAs, division chairs, academics, and directors. continuously cognizant of the serious elements of specific educating contexts, O’Neill, Moore, and Huot have written subtle yet obtainable chapters at the background, conception, software and heritage of writing evaluate, they usually supply a dozen appendices of functional samples and types for more than a few universal review wishes.
simply because there are various assets on hand to help school in assessing the writing of person scholars particularly study rooms, A consultant to varsity Writing overview focuses on methods to the types of overview that usually occur outdoors of person school rooms: placement review, go out exam, programmatic review, and college assessment. such a lot of all, the argument of this ebook is that developing the stipulations for significant collage writing evaluation hinges not just on figuring out the heritage and theories informing overview perform, but additionally on composition courses availing themselves of the whole variety of obtainable overview practices.
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Additional info for A Guide to College Writing Assessment
Fortunately, validity theory in the last fifty years of educational and psychological testing has developed in ways that now focus on making the best decisions based upon the data generated by tests. These decisions must include a rationale for using the test (Messick 1989) and a justification of the educational value for any decision based upon a test’s results (Shepard 1993). The consequences for each decision must be thoroughly examined (Cronbach 1988; Messick 1989; Moss 1992; Shepard Historicizing Writing Assessment 33 1993).
Even our cursory look at the history of intelligence testing establishes that educational measurement’s first fifty years or so was pretty much atheoretical. Proof of validity was established by the author and publisher of the test. Theoretical formulae that established statistical correlations between measures and retests were the proof that the tests were accurate and valid. It is astonishing to think of the many important educational decisions based upon tests whose impact and value were never examined in any rigorous, systematic way.
Fuess 1967, 159) In 1947, the Educational Testing Service was founded, and the search for reliable ways to score student writing, especially for the English Composition Test (ECT), intensified: A sincere attempt was made to give these teachers and critics the type of evaluation instrument they wished . . in 1951, 1952, and 1953, and . . in 1954, 1955 and 1956. Unfortunately, and perhaps inevitably, this ambitious attempt at a reliable essay foundered and sank on the reef of low reader reliability.
A Guide to College Writing Assessment by Brian Huot, Peggy O'Neill, Cindy Moore