Formative Assessment of Writing (FAoW): A Confirmatory Factor Structure Study
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 ad...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
izzet kara
2019-10-01
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| Series: | International Journal of Assessment Tools in Education |
| Subjects: | |
| Online Access: | https://dergipark.org.tr/tr/download/article-file/761352 |
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| Summary: | 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). |
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| ISSN: | 2148-7456 |