This validation study was undertaken to evaluate the construct of Formative Assessment of Writing (FAoW) operationalized by an instrument with 50 Likert scale items. To identify the EFL learners’ experiences of FAoW practices, the instrument was first piloted with three EFL learners, and subsequently administered on a sample of 255 EFL learners selected based on purposive sampling. A five-factor solution with five latent variables (i.e. clarifying criteria, evidence on students’ current learning, feedback to move learners forward, peer-assessment and autonomy) was evaluated through Confirmatory Factor Analysis (CFA) with AMOS 22. Model fit showed that the five-factor structure of FAoW could only be supported in terms of absolute and parsimony fit indices. The model with three factors (i.e. clarifying criteria, peer-assessment and feedback) in two stages of pre- and while-writing, however, provided higher discriminant validity in addition to absolute and parsimony fit indices. In other words, FAoW was not found to be practiced within its full potential with five components in the context of this study. A conceptual model was developed based on the findings and the literature to show pedagogical application of FAoW and how it can be practiced in line with Black and Wiliam’s (2009).

中文翻译：

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写作形成性评估（FAoW）：验证性因素结构研究

进行了这项验证研究，以评估具有50个Likert量表项目的文书可操作的写作形成性评估（FAoW）的结构。为了确定EFL学习者的FAoW实践经验，该仪器首先在3名EFL学习者中进行了试验，然后对基于有目的抽样选择的255名EFL学习者的样本进行了管理。通过使用AMOS 22的确认性因子分析（CFA）对具有五个潜在变量（即澄清标准，学生当前学习的证据，反馈以推动学习者前进的反馈，同伴评估和自主性）的五因素解决方案进行了评估。模型拟合表明： FAoW的五因素结构只能在绝对拟合和简约拟合指数方面得到支持。具有三个因素的模型（即澄清标准，然而，在写作前和写作时的两个阶段进行同伴评估和反馈），除了绝对拟合和简约拟合指数以外，还提供了更高的判别效度。换句话说，在本研究的背景下，未发现FAoW具有五个方面的全部潜能。基于这些发现和文献，开发了一个概念模型，以显示FAoW在教学上的应用以及如何按照Black and Wiliam（2009）的方法进行实践。