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ERIC Number: ED523687
Record Type: Non-Journal
Publication Date: 2011-Apr
Pages: 100
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: N/A
Automated Scoring within a Developmental, Cognitive Model of Writing Proficiency. Research Report. ETS RR-11-16
Deane, Paul; Quinlan, Thomas; Kostin, Irene
Educational Testing Service
ETS has recently instituted the Cognitively Based Assessments of, for, and as Learning (CBAL) research initiative to create a new generation of assessment designed from the ground up to enhance learning. It is intended as a general approach, covering multiple subject areas including reading, writing, and math. This paper is concerned with the writing assessment being developed within the CBAL framework, and in particular, with the potential for using automated scoring techniques effectively within such an assessment to support learning. Appended are: (1) Feature Sources; (2) Additional Tables (e-rater Microfeatures); and (3) Existing and Proposed Scoring Rubrics for Cognitively Based Assessments of, for, and as Learning (CBAL) Writing Strands I and II (as Used in the Pilot and Proposed Revision). (Contains 48 tables, 1 figure and 30 notes.)
Educational Testing Service. Rosedale Road Mailstop 19R, Princeton, NJ 08541-0001. Tel: 609-921-9000; Fax: 609-734-5410; Web site: http://www.ets.org
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Educational Testing Service