ABSTRACT Writing from source text is critical for developing college-and-career readiness because it is required in advanced academic environments and many vocations. Scenario-based assessment (SBA) represents one approach to measuring this ability. In such assessment, the scenario presents an issue that the student is to read and write about. Before writing, lead-in exercises are presented to encourage the examinee to engage with the source materials and to model the process used in a classroom writing project. This study experimentally manipulated a middle-school assessment design to understand if (1) the lead-in/essay structure increased scores erroneously with a concomitant decrease in test technical quality, and (2) the presence of a single unifying scenario affected scores or score meaning. In general, the SBA design did not appear to artificially increase total-test or essay scores. As importantly, it functioned as well as, sometimes better than, the alternative designs in terms of the measurement characteristics examined.

中文翻译：

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基于场景的写作评估：一项实验研究

摘要从源文本进行写作对于发展大学和职业生涯的准备至关重要，因为高级学术环境和许多职业都需要这样做。基于方案的评估（SBA）代表了一种评估此能力的方法。在这样的评估中，方案提出了学生要阅读和写作的问题。在写作之前，会进行引导练习，以鼓励考生接触原始资料并为课堂写作项目中使用的过程建模。这项研究通过实验操作了中学评估设计，以了解（1）导入/文章结构是否错误地增加了分数，同时测试技术质量下降了；以及（2）单个统一场景的存在是否影响了分数或分数意义。一般来说，SBA设计似乎并未人为地提高总测验或论文分数。重要的是，就所检查的测量特性而言，它的功能甚至优于替代设计。