关键词:
scoring validity
consequential validity
CB and PB writing tests
classroom assessment
摘要:
Little is known about how the assessment modality,i.e.,computer-based(CB)and paper-based(PB)tests,affects language teachers’scorings,perceptions,and preferences and,therefore,the validity and fairness of classroom writing *** present mixed-methods study used Shaw and Weir’s(2007)sociocognitive writing test validation framework to examine the scoring and consequential validity evidence of CB and PB writing tests in EFL classroom assessment in higher *** handwritten and word-processed texts of 38 EFL university students were transcribed to their opposite format and assessed by three language lecturers(N=456 texts,152 per teacher)to examine the scoring validity of CB and PB *** teachers’perceptions of text quality and preferences for assessment modality accounted for the consequential validity evidence of both *** revealed that the assessment modality impacted teachers’scorings,perceptions,and *** teachers awarded higher scores to original and transcribed handwritten texts,particularly text organization and language *** teachers’perceptions of text quality differed from their ratings,and physical,psychological,and experiential characteristics influenced their preferences for assessment *** results have implications for the validity and fairness of CB and PB writing tests and teachers’assessment practices.