A Two-Stage Method for Classroom Assessments of Essay Writing
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| Title: | A Two-Stage Method for Classroom Assessments of Essay Writing |
|---|---|
| Language: | English |
| Authors: | Humphry, Stephen Mark, Heldsinger, Sandy |
| Source: | Journal of Educational Measurement. Fall 2019 56(3):505-520. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education |
| Descriptors: | Essays, Elementary School Students, Writing (Composition), Writing Evaluation, Elementary School Teachers, Persuasive Discourse, Achievement Rating, Interrater Reliability, Expertise |
| DOI: | 10.1111/jedm.12223 |
| ISSN: | 0022-0655 |
| Abstract: | To capitalize on professional expertise in educational assessment, it is desirable to develop and test methods of rater-mediated assessment that enable classroom teachers to make reliable and informative judgments. Accordingly, this article investigates the reliability of a two-stage method used by classroom teachers to assess primary school students' persuasive writing. Stage 1 involves pairwise comparisons and stage 2 involves rating against calibrated exemplars from stage 1 plus performance descriptors. A high level of interrater reliability among teachers was obtained. This is consistent with previous evidence that the two-stage method is a viable classroom assessment method without extensive training and moderation. Implications for assessment practices in education are discussed with a focus on the widely expressed desire to value professional expertise. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1227713 |
| Database: | ERIC |
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| Abstract: | To capitalize on professional expertise in educational assessment, it is desirable to develop and test methods of rater-mediated assessment that enable classroom teachers to make reliable and informative judgments. Accordingly, this article investigates the reliability of a two-stage method used by classroom teachers to assess primary school students' persuasive writing. Stage 1 involves pairwise comparisons and stage 2 involves rating against calibrated exemplars from stage 1 plus performance descriptors. A high level of interrater reliability among teachers was obtained. This is consistent with previous evidence that the two-stage method is a viable classroom assessment method without extensive training and moderation. Implications for assessment practices in education are discussed with a focus on the widely expressed desire to value professional expertise. |
|---|---|
| ISSN: | 0022-0655 |
| DOI: | 10.1111/jedm.12223 |
