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ERIC Number: ED422724
Record Type: Non-Journal
Publication Date: 1997
Pages: 32
Abstractor: N/A
Reference Count: N/A
Constructing and Validating Parallel Forms of Performance-Based Writing Tasks in Academic Settings.
Liu, Angie H. C.
Due to concern for test security and fairness, three new performance-based English placement test writing prompts were developed in a large midwestern university for incoming students of English as a second language, and the degree of prompt variability was investigated from multiple perspectives, including "fit-to-specification," decision reproducibility, skill profile consistency, and prompt information similarity. Additionally, potential differential prompt functioning was examined for subgroups, including ESL examinees' gender, academic status, and field of study. The study of idiosyncratic response patterns was also conducted using outlier analysis. Multi-faceted Rasch models were selected to analyze examinees' essay performance because of their capacity to untangle the complex interaction between observed ratings and the unobserved latent trait. Findings are reported in four sections: prompt comparability in the target population; potential differential prompt functioning in various student groups; idiosyncratic response patterns of examinees and raters; and lecture-audience interaction impact of prompt comparability. Implications for future development of parallel forms of performance-based writing tasks in academic settings and the use of multi-faceted Rasch models in validating prompt comparability are discussed. (Contains 15 references.) (Author/MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A