Formative Assessment of Writing (FAoW): A Confirmatory Factor Structure Study
| Autor: | Mohammad Reza Amirian, Tony Burner, Mohammad Davoudi, Saeed Ghaniabadi, Elaheh Tavakoli |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2019 |
| Předmět: |
confirmatory factor analysis (cfa)
formative assessment Discriminant validity factor solution Ocean Engineering Context (language use) Formative Assessment ofWriting Factor Solution Formative Assessment Confirmatory Factor Analysis(CFA) Eğitim Bilimsel Disiplinler lcsh:Education (General) Confirmatory factor analysis Likert scale Formative assessment Nonprobability sampling Goodness of fit Mathematics education Formative Assessment of Writing Factor Solution Formative Assessment Confirmatory Factor Analysis (CFA) lcsh:L lcsh:L7-991 Construct (philosophy) Psychology Education Scientific Disciplines formative assessment of writing lcsh:Education |
| Zdroj: | Volume: 6, Issue: 3 344-361 International Journal of Assessment Tools in Education International Journal of Assessment Tools in Education (IJATE) International Journal of Assessment Tools in Education, Vol 6, Iss 3, Pp 344-361 (2019) |
| ISSN: | 2148-7456 |
| Popis: | This validation studywas undertaken to evaluate the construct of Formative Assessment of Writing(FAoW) operationalized by an instrument with 50 Likert scale items. To identifythe EFL learners’ experiences of FAoW practices, the instrument was firstpiloted with three EFL learners, and subsequently administered on a sample of255 EFL learners selected based on purposive sampling. A five-factor solutionwith five latent variables (i.e. clarifying criteria, evidence on students’current learning, feedback to move learners forward, peer-assessment andautonomy) was evaluated through Confirmatory Factor Analysis (CFA) with AMOS22. Model fit showed that the five-factor structure of FAoW could only besupported in terms of absolute and parsimony fit indices. The model with threefactors (i.e. clarifying criteria, peer-assessment and feedback) in two stagesof pre- and while-writing, however, provided higher discriminant validity inaddition to absolute and parsimony fit indices. In other words, FAoW was notfound to be practiced within its full potential with five components in thecontext of this study. A conceptual model was developed based on the findingsand the literature to show pedagogical application of FAoW and how it can be practiced in line withBlack and Wiliam’s (2009). This validation study was undertaken to evaluate the construct of Formative Assessment of Writing (FAoW) operationalized by an instrument with 50 Likert scale items. To identify the EFL learners’ experiences of FAoW practices, the instrument was first piloted with three EFL learners, and subsequently administered on a sample of 255 EFL learners selected based on purposive sampling. A five-factor solution with five latent variables (i.e. clarifying criteria, evidence on students’ current learning, feedback to move learners forward, peer-assessment and autonomy) was evaluated through Confirmatory Factor Analysis (CFA) with AMOS 22. Model fit showed that the five-factor structure of FAoW could only be supported in terms of absolute and parsimony fit indices. The model with three factors (i.e. clarifying criteria, peer-assessment and feedback) in two stages of pre- and while-writing, however, provided higher discriminant validity in addition to absolute and parsimony fit indices. In other words, FAoW was not found to be practiced within its full potential with five components in the context of this study. A conceptual model was developed based on the findings and the literature to show pedagogical application of FAoW and how it can be practiced in line with Black and Wiliam’s (2009). |
| Databáze: | OpenAIRE |
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