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- W115238081 abstract "Writing fits well within the realm of outcomes suitable for observation by performance assessments. Studies of the reliability of performance assessments have suggested that interrater reliability can be consistently high. Scoring consistency, however, is only one aspect of quality in decisions based on assessment results. Another is generalizability. Research suggests that if the number of ratings per could be increased, it may yield an increase in task generalizability without a dramatic increase in the actual number of tasks. Multitrait analytic scoring strategies for writing performance assessments may increase task generalizability over a single holistic score. Research undertaken by G. Roid (1994) supports the potential usefulness of analytic scores as effective sources for feedback to students and as bases for meaningful discussion on the writing process. Work at the Center for the Study of Evaluation at the University of California, Los Angeles, has expanded on the development of methodology and uses of analytic scoring. Work on narrative-writing-specific scoring rubrics has shown promising evidence of reliability and validity. Training in and use of these rubrics has also increased participating teachers' understanding of the quality components of writing. (Contains 3 figures and 15 references.) (SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) is document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. A Discussion of Analytic Scoring for Writing Performance Assessments Kevin D. Crehan University of Nevada, Las Vegas 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL ' HAS BEEN GRANTED BY ke,v i Vl Cf elctr) TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) The most prevalent response to the call for assessment reform has been to increase the use of more authentic assessments, e.g., performance assessments. Advocates of performance assessments suggest that this from of appraisal can serve to measure important and complex learning outcomes and provide information useful to guide improvement in instruction (Resnick & Resnick, 1989). Perhaps the most complex form of student achievement which we attempt to assess involves composition. Therefore, the of writing fits well within the realm of outcomes suitable for observation by performance assessments. Among the problems associated with using performance assessments to measure important learning outcomes are objectivity of ratings and generalizability (reliability) of scores across raters and tasks. A review by Linn (1993) summarized evidence of acceptable generalizability across raters given well-defined scoring rubrics, intensive Paper presented at the annual meeting of the Arizona Educational Research Association, Phoenix, AZ, October, 1997 BISE COT/ AVAILABLE 2 2 rater training, and monitoring during rating. Additionally, the California Assessment Program has established an inter-rater reliability of .90 for their writing assessment by using procedures which include providing sample anchor papers for each rater and recirculating previously scored papers to check on stability (U.S. Congress, Office of Technology Assessment, 1992). Shavelson, Baxter, and Pine (1992) observed the reliability and validity of performance assessments in the 5th and 6th grade science curriculum. They asked the question: How large a sample of observers is needed to produce reliable measurement? Their results found inter-rater reliability to be consistently high in evaluating student performance on complex tasks, high enough to conclude that a single rater provides a reliable" @default.
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- W115238081 title "A Discussion of Analytic Scoring for Writing Performance Assessments." @default.
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