Examining the Validity of the Writing Challenge Task: An Assessment Tool for Measuring Writing Motivation in Kindergarteners

Autor/inn/en	Schrodt, Katie; FitzPatrick, Erin; Brown, Megan; Hover, Ashlee
Titel	Examining the Validity of the Writing Challenge Task: An Assessment Tool for Measuring Writing Motivation in Kindergarteners
Quelle	In: Reading & Writing Quarterly, 39 (2023) 4, S.334-349 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schrodt, Katie) ORCID (FitzPatrick, Erin) ORCID (Brown, Megan) ORCID (Hover, Ashlee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2022.2109227
Schlagwörter	Writing Assignments; Evaluation Methods; Student Motivation; Kindergarten; Preschool Children; Writing Achievement; Rural Schools; Test Reliability; Test Validity; Socioeconomic Status; Standardized Tests; Predictive Validity + Suchen Sie Ihr Suchwort? Schulische Motivation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Testreliabilität; Testvalidität; Socio-economic status; Sozioökonomischer Status; Standadised tests; Standardisierter Test
Abstract	Motivation impacts student academic performance. A performance task to directly assess writing motivation in young children is needed. The purpose of this investigation was to evaluate the validity of the Writing Challenge Task (WCT), a task-oriented assessment created to measure writing motivation with 106 kindergarten students in the rural mid-South. The authors sought to establish internal reliability; concurrent validity with the Motivation for Reading and Writing Profile (MWRP); evaluate correlations between measures and socioeconomic status (SES); and evaluate the predictive validity of the WCT to a state-mandated end-of-year assessment. Cronbach's alpha, a correlation analysis, and stepwise multiple regression analysis were used to examine these relationships. The WCT had excellent internal reliability with Cronbach's alpha of 0.91 (n = 64). The WCT (p = 0.01) and SES (p = 0.03) were both positively correlated with end-of-year writing scores, though the MRWP was not. No significant correlations between the WCT, the MRWP, and SES were found. Further, the inclusion of WCT as a predictor created the most robust model so that predictor variance (SES and WCT) accounted for 11% of the variance in end-of-year writing scores, p = 0.01, R[superscript 2] = 0.11, such that students were expected to score 0.13 units higher on the end-of-year writing assessment for every 1 point increase in their WCT score. This study established evidence that students' WCT scores had higher predictive validity on kindergarteners' end-of-year outcomes than a more commonly used writing motivation instrument. Future research on the measure is warranted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01