A Framework for Using Consequential Validity Evidence in Evaluating Large-Scale Writing Assessments
A Canadian Study
Bibliographic Data
| ID | 13683463 |
|---|---|
| Authors | David Slomp (0000-0001-9392-7478, University of Lethbridge, corresponding author), David H Slomp (University of Lethbridge), Julie A Corrigan (0000-0003-3304-8150, University of Ottawa), Tamiko Sugimoto (University of Lethbridge) |
| Year | 2014 |
| Volume | 48 |
| Issue | 3 |
| Pages | 276-302 |
| Publication date | 2014-02-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Research in the Teaching of English (JOURNAL) |
| Journal identifiers | ISSN: 0034-527X • E-ISSN: 1943-2348 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.58680/rte201424579 |
| OpenAlex | W1531240630 |
| Language | EN |
| Citations received | 3 |
| References cited | 19 |
The increasing diversity of students in contemporary classrooms and the concomitant increase in large-scale testing programs highlight the importance of developing writing assessment programs that are sensitive to the challenges of assessing diverse populations. To this end, this paper provides a framework for conducting consequential validity research on large-scale writing assessment programs. It illustrates this validity model through a series of instrumental case studies drawing on the research literature conducted on writing assessment programs in Canada. We derived the cases from a systematic review of the literature published between January 2000 and December 2012 that directly examined the consequences of large-scale writing assessment on writing instruction in Canadian schools. We also conducted a systematic review of the publicly available documentation published on Canadian provincial and territorial government websites that discussed the purposes and uses of their large-scale writing assessment programs. We argue that this model of constructing consequential validity research provides researchers, test developers, and test users with a clearer, more systematic approach to examining the effects of assessment on diverse populations of students. We also argue that this model will enable the development of stronger, more integrated validity arguments
Developmental psychology · Geography · Mathematics education · Pedagogy · Psychometrics · Scale (ratio · Test validity · Discourse Analysis in Language Studies · Psychology · Student Assessment and Feedback · Writing and Handwriting Education
The Concept of Validity.
Validating the Interpretations and Uses of Test Scores
The art of case study research
Sources of Validity Evidence for Educational and Psychological Tests
Pulling Your Hair Out
On Becoming a Pragmatic Researcher
The Case Against Standardized Testing and the Call for a Revitalization of Democracy
There's going to be community. There's going to be knowledge”
Meaning and Values in Test Validation
Student Diversity and Secondary School Change in a Context of Increasingly Standardized Reform
An Analysis of Large-Scale Writing Assessments in Canada (Grades 5-8)
Test-Takers’ Background, Literacy Activities, and Views of the Ontario Secondary School Literacy Test
Teachers' Attitudes Toward Government-Mandated Provincial Testing in Manitoba
Can There Be Validity Without Reliability
Differential Functioning of Reading Subskills on the OSSLT for L1 and ELL Students
Construct validity in psychological tests
Integrating quantitative and qualitative research
Moments, Mixed Methods, and Paradigm Dialogs
| Citations per year | 0.5 |
|---|---|
| Citation span | 2020 - 2025 (6) |
| Highly cited | No |