ABSTRACT

This article reports on the implementation of a formative assessment tool (the Writing Engagement Scale, or WES) in grades 3–5 in schools in the United States. We used confirmatory factor analysis (CFA) to collect validity evidence for the WES for our population. Results demonstrated acceptable validity and reliability. In addition, survey results indicated that teachers perceived the WES to be useful as a formative writing assessment. We make the case that the WES provides an opportunity to inform teachers’ practice and help researchers understand the dimensions of students’ engagement in writing.

中文翻译：

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小学年级形成性写作参与评估的有效性证据

摘要

本文报道了美国学校 3-5 年级形成性评估工具（Writing Engagement Scale，或 WES）的实施情况。我们使用验证性因素分析 (CFA) 为我们的人群收集 WES 的有效性证据。结果证明了可接受的有效性和可靠性。此外，调查结果表明，教师认为 WES​​ 作为形成性写作评估是有用的。我们认为 WES​​ 提供了一个机会来告知教师的实践并帮助研究人员了解学生参与写作的各个方面。