A framework for using consequential validity evidence in evaluating large-scale writing assessments: a Canadian study

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dc.contributor.authorSlomp, David H.
dc.contributor.authorCorrigan, Julie A.
dc.contributor.authorSugimoto, Tamiko
dc.date.accessioned2015-04-22T21:56:21Z
dc.date.available2015-04-22T21:56:21Z
dc.date.issued2014
dc.descriptionSherpa Romeo blue journalen_US
dc.description.abstractThe 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.en_US
dc.description.peer-reviewYesen_US
dc.identifier.citationSlomp, 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.en_US
dc.identifier.urihttps://hdl.handle.net/10133/3660
dc.language.isoen_CAen_US
dc.publisherNational Council of Teachers of Englishen_US
dc.publisher.facultyEducationen_US
dc.publisher.institutionUniversity of Lethbridgeen_US
dc.publisher.institutionUniversity of Ottawaen_US
dc.subjectWriting assessment programsen_US
dc.subjectWriting instructionen_US
dc.subjectDiverse student populationsen_US
dc.subjectConsequential validity evidenceen_US
dc.titleA framework for using consequential validity evidence in evaluating large-scale writing assessments: a Canadian studyen_US
dc.typeArticleen_US
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