Start Date
22-8-2022 12:30 PM
End Date
22-8-2022 1:30 PM
Subjects
Evaluation methods, Grading, Holistic evaluation, Large scale assessment, Scoring, Writing evaluation, Writing exercises, Writing tests
Abstract
This presentation outlines different models of writing assessment that have a proven track record in various programs delivered by ACER. These models include holistic scoring, and partial analytical scoring on a number of criteria. The writing prompts for these models assume extended pieces of writing. The presentation will also introduce a new and alternative model of writing assessment that ACER has implemented in several large-scale assessments. This model is built on shorter pieces of writing from each student, designed to give more accurate and diverse insights into students’ proficiency in writing in a range of text types, within the constraints of limited assessment time. Each short piece is coded using a different marking scheme with customised criteria. The three models – holistic scoring, partial analytical scoring and customised criterion scoring – are designed for different assessment contexts, from high-stakes selection to formative use by classroom teachers.
Recommended Citation
Mendelovits, J., & Nixon, J. (2022). ACER models of writing: Changing the assessment mindset. In K. Burns (Ed.), Research Conference 2022: Reimagining assessment: Proceedings and program. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-685-7-4
Copyright Statement
Copyright Australian Council for Educational Research 2022
Place of Publication
Melbourne, Australia
Publisher
Australian Council for Educational Research
ISBN
978-1-74286-685-7
DOI
https://doi.org/10.37517/978-1-74286-685-7-4
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Language and Literacy Education Commons
ACER models of writing: Changing the assessment mindset
This presentation outlines different models of writing assessment that have a proven track record in various programs delivered by ACER. These models include holistic scoring, and partial analytical scoring on a number of criteria. The writing prompts for these models assume extended pieces of writing. The presentation will also introduce a new and alternative model of writing assessment that ACER has implemented in several large-scale assessments. This model is built on shorter pieces of writing from each student, designed to give more accurate and diverse insights into students’ proficiency in writing in a range of text types, within the constraints of limited assessment time. Each short piece is coded using a different marking scheme with customised criteria. The three models – holistic scoring, partial analytical scoring and customised criterion scoring – are designed for different assessment contexts, from high-stakes selection to formative use by classroom teachers.