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English Holistic Assessment Validation.

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Title: English Holistic Assessment Validation.
Language: English
Authors: Willett, Terrence, Cabrillo Coll., Aptos, CA.
Peer Reviewed: N
Page Count: 10
Publication Date: 2001
Document Type: Numerical/Quantitative Data
Reports - Research
Descriptors: Community Colleges, Content Analysis, Educational Assessment, Evaluation Methods, Skill Analysis, Two Year Colleges, Validated Programs, Writing Evaluation, Writing Skills
Abstract: This study addresses the validation of a holistic English assessment process used at Cabrillo College (California). The process of prompt development, scoring rubrics, reader training, scoring, and administration procedures have remained largely unchanged over the years. This report provides new evidence on content validity, consequential and cut score validity, reliability, test bias review, and disproportionate impact. To provide data for the validation study, 18,398 English assessments between fall 1994 and fall 2000 were used. Information was derived from the CAPP system and Cabrillo's MIS database. Procedures and standards of the California Community College Chancellor's Office for assessment instrument validation provided the framework for the analyses in this report. A representative committee of three English faculty reviewed the assessment test for content validity. For each course content item, reviewers checked off the essay grading criteria that would test for that course content item. All 3,932 essays from fall 1999 to fall 2000 were reviewed for interrater reliability. In general, Cabrillo's assessment appears to place students with reasonable accuracy. Proportions of placements were significantly different between ethnicities and between genders. About three-quarters of Cabrillo assessed students felt they were appropriately qualified for the English class in which they were enrolled. Logistic regressions were run to determine the interaction of educational background and demography. (JA)
Entry Date: 2001
Accession Number: ED453851
Database: ERIC
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  Data: English Holistic Assessment Validation.
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Willett%2C+Terrence%22">Willett, Terrence</searchLink><br /><searchLink fieldCode="AR" term="%22Cabrillo+Coll%2E%2C+Aptos%2C+CA%2E%22">Cabrillo Coll., Aptos, CA.</searchLink>
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  Data: N
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  Data: 10
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  Label: Publication Date
  Group: Date
  Data: 2001
– Name: TypeDocument
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  Data: Numerical/Quantitative Data<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Community+Colleges%22">Community Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Analysis%22">Skill Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Validated+Programs%22">Validated Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink>
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  Data: This study addresses the validation of a holistic English assessment process used at Cabrillo College (California). The process of prompt development, scoring rubrics, reader training, scoring, and administration procedures have remained largely unchanged over the years. This report provides new evidence on content validity, consequential and cut score validity, reliability, test bias review, and disproportionate impact. To provide data for the validation study, 18,398 English assessments between fall 1994 and fall 2000 were used. Information was derived from the CAPP system and Cabrillo's MIS database. Procedures and standards of the California Community College Chancellor's Office for assessment instrument validation provided the framework for the analyses in this report. A representative committee of three English faculty reviewed the assessment test for content validity. For each course content item, reviewers checked off the essay grading criteria that would test for that course content item. All 3,932 essays from fall 1999 to fall 2000 were reviewed for interrater reliability. In general, Cabrillo's assessment appears to place students with reasonable accuracy. Proportions of placements were significantly different between ethnicities and between genders. About three-quarters of Cabrillo assessed students felt they were appropriately qualified for the English class in which they were enrolled. Logistic regressions were run to determine the interaction of educational background and demography. (JA)
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  Data: 2001
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      – Text: English
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        PageCount: 10
    Subjects:
      – SubjectFull: Community Colleges
        Type: general
      – SubjectFull: Content Analysis
        Type: general
      – SubjectFull: Educational Assessment
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Skill Analysis
        Type: general
      – SubjectFull: Two Year Colleges
        Type: general
      – SubjectFull: Validated Programs
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      – SubjectFull: Writing Evaluation
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      – SubjectFull: Writing Skills
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      – TitleFull: English Holistic Assessment Validation.
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            NameFull: Cabrillo Coll., Aptos, CA.
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            NameFull: Willett, Terrence
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            – D: 22
              M: 04
              Type: published
              Y: 2001
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