Validity Evidence for a Formative Writing Engagement Assessment in Elementary Grades

Autor/inn/en	Rogers, Paul M.; Marine, Jonathan M.; Ives, Samantha T.; Parsons, Seth A.; Horton, Ashlee; Young, Chase
Titel	Validity Evidence for a Formative Writing Engagement Assessment in Elementary Grades
Quelle	In: Assessment in Education: Principles, Policy & Practice, 29 (2022) 2, S.262-284 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2022.2054942
Schlagwörter	Formative Evaluation; Writing Instruction; Learner Engagement; Elementary School Students; Factor Analysis; Test Validity; Test Reliability; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Schreibunterricht; Faktorenanalyse; Testvalidität; Testreliabilität
Abstract	This article reports on the implementation of a formative assessment tool (the Writing Engagement Scale, or WES) in grades 3-5 in schools in the United States. We used confirmatory factor analysis (CFA) to collect validity evidence for the WES for our population. Results demonstrated acceptable validity and reliability. In addition, survey results indicated that teachers perceived the WES to be useful as a formative writing assessment. We make the case that the WES provides an opportunity to inform teachers' practice and help researchers understand the dimensions of students' engagement in writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01