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Combining Multiple Measures of Students' Opportunities to Develop Analytic, Text-Based Writing Skills

Correnti, R and Matsumura, LC and Hamilton, LS and Wang, E (2012) Combining Multiple Measures of Students' Opportunities to Develop Analytic, Text-Based Writing Skills. Educational Assessment, 17 (2-3). 132 - 161. ISSN 1062-7197

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Abstract

Guided by evidence that teachers contribute to student achievement outcomes, researchers have been reexamining how to study instruction and the classroom opportunities teachers create for students. We describe our experience measuring students' opportunities to develop analytic, text-based writing skills. Utilizing multiple methods of data collection-writing assignment tasks, daily logs, and an annual survey-we generated a composite that was used in prediction models to examine multivariate outcomes, including scores on a state accountability test and a project-developed response-to-text assessment. Our findings demonstrate that students' opportunities to develop analytic, text-based writing skills predicted classroom performance on the project-developed response-to-text assessment. We discuss the importance of considering the measure(s) of learning when examining teaching-learning associations as well as implications for combining multiple measures for purposes of better construct representation. © 2012 Copyright Taylor and Francis Group, LLC.


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Details

Item Type: Article
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Correnti, Rrcorrent@pitt.eduRCORRENT
Matsumura, LClclare@pitt.eduLCLARE
Hamilton, LS
Wang, E
Date: 1 April 2012
Date Type: Publication
Journal or Publication Title: Educational Assessment
Volume: 17
Number: 2-3
Page Range: 132 - 161
DOI or Unique Handle: 10.1080/10627197.2012.717035
Schools and Programs: School of Education > Learning Sciences and Policy
Refereed: Yes
ISSN: 1062-7197
Related URLs:
Date Deposited: 06 Oct 2015 19:29
Last Modified: 02 Feb 2019 14:56
URI: http://d-scholarship.pitt.edu/id/eprint/26182

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