Michigan State University, 620 Farm Lane, Room 340, East Lansing, MI 48824, USA.
Michigan State University, 620 Farm Lane, Room 340, East Lansing, MI 48824, USA.
J Sch Psychol. 2022 Oct;94:28-48. doi: 10.1016/j.jsp.2022.07.002. Epub 2022 Aug 13.
Although educators frequently use assessment to identify who needs supplemental instruction and if that instruction is working, there is a lack of research investigating assessment that informs what instruction students need. The purpose of the current study was to determine if a brief (approximately 20 min) task that reflects a common middle school expectation (writing in response to text) provides educators with information about students' strengths and weaknesses in four research-based components of writing. Results indicated that, at the end of elementary school (Grade 5), students' word- and sentence-level errors, text-level plan, and typing fluency predicted 43% of their performance in written composition quality and all these factors play a role in writing achievement. At the end of middle school (Grade 8), text-level plan and word-level accuracy remained important components. Implications for using assessment to guide selection of evidence-based writing instruction throughout middle school are discussed.
虽然教育工作者经常使用评估来确定谁需要补充指导，以及这种指导是否有效，但缺乏研究来调查评估哪些教学内容是学生所需要的。本研究的目的是确定一个简短的（大约 20 分钟）任务，该任务反映了一个常见的中学期望（根据文本进行写作），是否能为教育工作者提供学生在写作的四个基于研究的组成部分中的优势和劣势的信息。结果表明，在小学结束时（五年级），学生的单词和句子错误、文本层面的计划以及打字流畅度可以预测他们在书面作文质量上的 43%的表现，所有这些因素都在写作成绩中发挥作用。在中学结束时（八年级），文本层面的计划和单词层面的准确性仍然是重要的组成部分。本文讨论了使用评估来指导整个中学阶段选择基于证据的写作教学的意义。
