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A Framework for Using Consequential Validity Evidence in Evaluating Large-Scale Writing Assessments: A Canadian Study

by David H Slomp, Julie A Corrigan, Tamiko Sugimoto
Research in the Teaching of English ()
  • ISSN: 0034527X

Abstract

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 article 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. The authors 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. They 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. They also argue that, this model will enable the development of stronger, more integrated validity arguments.

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15 Readers on Mendeley
by Discipline
 
40% Social Sciences
 
33% Arts and Humanities
 
13% Linguistics
by Academic Status
 
33% Student > Ph. D. Student
 
20% Student > Master
 
20% Student > Doctoral Student
by Country
 
7% United States
 
7% Canada

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