The quality assurance of a national English writing assessment: Policy implications for quality improvement
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DOI: 10.1016/j.stueduc.2020.100941
Abstract: Abstract The purpose of this study was to examine the quality assurance issues of a national English writing assessment in Chinese higher education. Specifically, using generalizability theory and rater interviews, this study examined how the… read more here.
Keywords: quality; policy; english writing; national english ... See more keywords
Fitting MD analysis in an argument-based validity framework for writing assessment: Explanation and generalization inferences for the ECPE
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DOI: 10.1177/0265532219876226
Abstract: The argument-based approach to validity (Kane, 2013) focuses on two steps: (1) making claims about the proposed interpretation and use of test scores as a coherent, interpretive argument; and (2) evaluating those claims based on… read more here.
Keywords: argument based; argument; analysis; validity ... See more keywords
Using Corpus Analyses to Help Address the DIF Interpretation: Gender Differences in Standardized Writing Assessment
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DOI: 10.3389/fpsyg.2020.01088
Abstract: Addressing differential item functioning (DIF) provides validity evidence to support the interpretation of test scores across groups. Conventional DIF methods flag DIF items statistically, but often fail to consolidate a substantive interpretation. The lack of… read more here.
Keywords: writing assessment; gender differences; interpretation; gender ... See more keywords