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Shin, Sun-Young; Ewert, Doreen – Language Testing, 2015
Reading-to-write (RTW) tasks are becoming increasingly popular and have already been used in several high-stakes English proficiency exams, either replacing or complementing a prompt-based essay test. However, it is still not clear that what accounts for successful or unsuccessful performance on an integrated reading-writing task is owing to the…
Descriptors: English (Second Language), Language Tests, Language Proficiency, Test Items
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Breyer, F. Jay; Attali, Yigal; Williamson, David M.; Ridolfi-McCulla, Laura; Ramineni, Chaitanya; Duchnowski, Matthew; Harris, April – ETS Research Report Series, 2014
In this research, we investigated the feasibility of implementing the "e-rater"® scoring engine as a check score in place of all-human scoring for the "Graduate Record Examinations"® ("GRE"®) revised General Test (rGRE) Analytical Writing measure. This report provides the scientific basis for the use of e-rater as a…
Descriptors: Computer Software, Computer Assisted Testing, Scoring, College Entrance Examinations
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Wyse, Adam E.; Bunch, Michael B.; Deville, Craig; Viger, Steven G. – Educational and Psychological Measurement, 2014
This article describes a novel variation of the Body of Work method that uses construct maps to overcome problems of transparency, rater inconsistency, and scores gaps commonly occurring with the Body of Work method. The Body of Work method with construct maps was implemented to set cut-scores for two separate K-12 assessment programs in a large…
Descriptors: Standard Setting (Scoring), Educational Assessment, Elementary Secondary Education, Measurement
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Dobbs, Christina L.; Kearns, Devin – Reading and Writing: An Interdisciplinary Journal, 2016
Understanding academic vocabulary is essential to student success in school. Use of academic vocabulary words in writing is considered one of the strongest measures of how well a reader understands a given word. In theory, willingness to use academic vocabulary in writing indicates the complexity of acquiring representations of the word's…
Descriptors: Vocabulary Development, Academic Discourse, Writing (Composition), Essays
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Atasoy, Arzu; Temizkan, Mehmet – Educational Sciences: Theory and Practice, 2016
Developed to evaluate secondary school students' writing fluency skills, this study is descriptive in nature and uses a mixed method approach. During the research, the researcher attempted to identify students' abilities to write in terms of quantity and complexity, on the one hand, and also attempted to identify findings on accuracy, the…
Descriptors: Foreign Countries, Student Evaluation, Writing Evaluation, Writing Skills
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Lynch, David; Smith, Richard; Provost, Steven; Madden, Jake – Journal of Educational Administration, 2016
Purpose: This paper argues that in a well-organised school with strong leadership and vision coupled with a concerted effort to improve the teaching performance of each teacher, student achievement can be enhanced. The purpose of this paper is to demonstrate that while macro-effect sizes such as "whole of school" metrics are useful for…
Descriptors: Foreign Countries, Teacher Effectiveness, Academic Achievement, Data Interpretation
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Bridgeman, Brent; Trapani, Catherine; Bivens-Tatum, Jennifer – Assessing Writing, 2011
Writing task variants can increase test security in high-stakes essay assessments by substantially increasing the pool of available writing stimuli and by making the specific writing task less predictable. A given prompt (parent) may be used as the basis for one or more different variants. Six variant types based on argument essay prompts from a…
Descriptors: Writing Evaluation, Writing Tests, Tests, Writing Instruction
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Lam, Yau Wai; Hew, Khe Foon; Chiu, Kin Fung – Language Learning & Technology, 2018
This study investigated the effectiveness of a blended learning approach--involving the thesis, analysis, and synthesis key (TASK) procedural strategy; online Edmodo discussions; online message labels; and writing models--on student argumentative writing in a Hong Kong secondary school. It also examined whether the application of digital game…
Descriptors: Foreign Countries, Writing Improvement, Persuasive Discourse, Blended Learning
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Hier, Bridget O.; Eckert, Tanya L. – School Psychology Quarterly, 2014
National estimates of students' writing abilities in the United States indicate that in 2002, 72% of elementary-aged students were unable to write with grade-level proficiency (Persky, Daane, & Jin, 2003). Although performance feedback is one type of intervention that improves students' writing skills, no study to date has examined…
Descriptors: Elementary School Students, Writing Ability, Achievement Gains, Feedback (Response)
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Mya Poe; Norbert Elliot; John Aloysius Cogan; Tito G. Nurudeen – College Composition and Communication, 2014
In this article, we investigate disparate impact analysis as a validation tool for understanding the local effects of writing assessment on diverse groups of students. Using a case study data set from a university that we call Brick City University, we explain how Brick City's writing program undertook a self-study of its placement exam using the…
Descriptors: Writing Instruction, Writing Evaluation, Writing Tests, Student Placement
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Chen, Senlin; Zhu, Xihe; Kim, Youngwon; Welk, Gregory; Lanningham-Foster, Lorraine – European Physical Education Review, 2016
Schools are positioned to play a key role in nurturing students with knowledge and behaviours associated with healthful living. Our study examined the effects of an intervention on energy balance (EB) knowledge. Twelve 6th and 7th grade classrooms (n = 140) were assigned to receive either two standardised lessons on EB or a combined intervention…
Descriptors: Physical Education, Adolescents, Body Weight, Physical Activities
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Martínez-Fernández, J. R.; Corcelles, M.; Bañales, G.; Castelló, M.; Gutiérrez-Braojos, C. – Electronic Journal of Research in Educational Psychology, 2016
Introduction: In this study, the conceptions of learning and writing of a group of undergraduates enrolled in a teacher education programme were identified. The relationship between them were analysed, and a set of patterns of beliefs about learning and writing were defined. Finally, the relation between these patterns and the quality of a text…
Descriptors: Foreign Countries, Undergraduate Students, Preservice Teachers, Teacher Education Programs
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Bennett-Rappell, Hannah; Northcote, Maria – Issues in Educational Research, 2016
Almost half of all gifted students do not achieve according to their exceptional potential. Though significant research has investigated identifying characteristics of underachieving gifted students, current research is yet to fully employ the established theoretical knowledge to determine practical strategies for the reversal and remediation of…
Descriptors: Foreign Countries, Underachievement, Academically Gifted, Grade 6
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Shahar-Yames, Daphna; Prior, Anat – Reading and Writing: An Interdisciplinary Journal, 2017
We examined reading proficiency, focusing on fluency, in 56 Russian-speaking language minority (LM) students and 56 native Hebrew-speaking (NH) peers. Fifth-grade students completed measures of Hebrew reading accuracy and fluency from word to text level as well as phonological awareness (PA), RAN and vocabulary. LM students read single words less…
Descriptors: Foreign Countries, Elementary School Students, Grade 5, Language Minorities
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Ghahari, Shima; Farokhnia, Farzaneh – Pedagogies: An International Journal, 2017
An experimental design was adopted in the present study to cross-compare the effect of two formative assessments, namely peer assessment (PA) and teacher assessment (TA), with summative assessment (SA) on the improvement of language learners' writing skill and self-efficacy. Writing excellence was operationalized by structural (grammar), lexical…
Descriptors: Language Tests, Language Proficiency, Interviews, Self Efficacy
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