Operationalization of Formative Assessment in Writing: An Intuitive Approach to the Development of an Instrument
Publish place: Applied Research on English Language، Vol: 7، Issue: 3
Publish Year: 1397
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_AREUIT-7-3_002
تاریخ نمایه سازی: 5 دی 1400
Abstract:
The current study aimed to develop a Formative Assessment of Writing (FAoW) instrument through operationalizing Black and Wiliam’s (۲۰۰۹) Formative Assessment (FA) and Hattie and Timperley’s (۲۰۰۷) feedback model. Following intuitive approach of scale construction (Hase & Goldberg, ۱۹۶۷), a comprehensive review of the literature was undertaken, and ۳۰ Likert scale items were devised. The items tapped students’ experiences of FA practices in writing classrooms and their attitudes towards the helpfulness of each practice. In a focused group interview, the items were intuitively classified by three experts of writing and assessment based on the five components of FA (clarifying criteria, evidence on students’ learning, feedback to move learners forward, peer assessment and autonomy) and in three stages (“Where the learner is going/Pre-writing, “Where the learner is right now/Writing and “How to get there/ Post-writing”). The expert interviews resulted in revisions and ۲۰ additional items. They also agreed that items in FAoW instrument corresponded with the theoretical frameworks of FA as well as the three stages of feedback.
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Authors
Elaheh Tavakoli
Hakim Sabzevar University University of South-Eastern Norway
Seyed Mohammad Reza Amirian
Hakim Sabzevar University
Tony Burner
University of South-Eastern Norway
Mohammad Davoudi
Hakim Sabzevar University
Saeed Ghaniabadi
Hakim Sabzevar University
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