Beyond Correctness: Development and Validation of Concept-Based Categorical Scoring Rubrics for Diagnostic Purposes

Autor/inn/en	Arieli-Attali, Meirav; Liu, Ying
Titel	Beyond Correctness: Development and Validation of Concept-Based Categorical Scoring Rubrics for Diagnostic Purposes
Quelle	In: Educational Psychology, 36 (2016) 6, S.1083-1101 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2015.1031088
Schlagwörter	Scoring Rubrics; Diagnostic Tests; Construct Validity; Scores; Multivariate Analysis; Methods; Development; Comparative Analysis; Responses; Algebra; Grade 8; Grade 9; High School Equivalency Programs; Middle School Students; High School Students; Adult Students; Middle School Teachers; Secondary School Teachers; New Jersey + Suchen Sie Ihr Suchwort? Scoring formulas; Auswertungsbogen; Diagnostic test; Diagnostischer Test; Multivariate Analyse; Method; Methode; Entwicklung; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Adult; Adults; Erwachsenenalter; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	Diagnostic assessment approaches intend to provide fine-grained reports of what students know and can do, focusing on their areas of strengths and weaknesses. However, current application of such diagnostic approaches is limited by the scoring method for item responses; important diagnostic information, such as type of errors and strategy use is lost or neglected when item-level responses are scored only for correctness. The purpose of this paper is to introduce a scoring method that classifies responses into concept-based nominal categories. In this paper, we describe the methodology of developing concept-based rubrics, and present an empirical examination of the construct validity of the scores in comparison to the scores based on conventional correctness rubrics. Utilising Multiple Correspondence Analysis, the results show that the categorical scores do not only reflect what the correctness scores capture, but also provide additional information that communicates aspects of student performance crucial for learning but neglected by conventional scoring methods. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01