Year: 1986
Type: article
Abstract: This study examined the difficulty level of essay topics used in large-scale writing assessment in relation to three different scoring models and sought to identify the effects each model would have on passing rates. Models of direct assessment and combined scores produced essentially equivalent pass/fail decisions. A regression model was found to be inappropriate for making decisions about individual students because of the essay scores’ discrete scale. Results showed that each model has its advantages depending upon the purpose of the assessment and the nature of the data.
DOI: 10.62798/vlnc2878
Authors: Patricia Dovell, Dianne Buhr
Institution: University of Florida
Language: English
Field: Decision Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W246347778