A framework for using consequential validity evidence in evaluating large-scale writing assessments: a Canadian study
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Date
2014
Authors
Slomp, David H.
Corrigan, Julie A.
Sugimoto, Tamiko
Journal Title
Journal ISSN
Volume Title
Publisher
National Council of Teachers of English
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 paper 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. We 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. We also conducted a systematic review of the publicly available
documentation published on Canadian provincial and territorial government websites that
discussed the purposes and uses of their large-scale writing assessment programs. We 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. We also argue that this model will enable the development of
stronger, more integrated validity arguments.
Description
Sherpa Romeo blue journal
Keywords
Writing assessment programs , Writing instruction , Diverse student populations , Consequential validity evidence
Citation
Slomp, D.H., Corrigan, J.A., & Sugimoto, T. (2014). A framework for using consequential validity evidence in evaluating large-scale writing assessments: a Canadian study. Research in the Teaching of English, 48(3), 276-302.