NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED536392
Record Type: Non-Journal
Publication Date: 2011
Pages: 154
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-2670-6457-8
ISSN: N/A
Examining Student Feedback in Writing Assessment: Validation Inquiry in a Writing Placement Program
Getchell, Kristen M.
ProQuest LLC, Ph.D. Dissertation, Indiana University of Pennsylvania
This qualitative study investigated the use of student feedback as support in a validation study of university writing placement practices. Using interviews with seventeen incoming first year students, this study examined student experiences constructing and submitting writing portfolios as opposed to taking a timed essay test. Also, this study was interested in determining the viability of using student data as validation evidence. The results showed that students make important considerations about the decision being made on behalf of the assessment when completing the assessment task. Additionally, audience, voice, and performance are three of the major themes to emerge out of the data. Additionally, the results indicate that student feedback is valuable data when used to support a validation argument. Students provided descriptive and insightful feedback into the writing assessment process that at times challenged the conventional thinking of writing assessment practitioners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A