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Bridgeman, Brent – Educational Measurement: Issues and Practice, 2016
Scores on essay-based assessments that are part of standardized admissions tests are typically given relatively little weight in admissions decisions compared to the weight given to scores from multiple-choice assessments. Evidence is presented to suggest that more weight should be given to these assessments. The reliability of the writing scores…
Descriptors: Multiple Choice Tests, Scores, Standardized Tests, Comparative Analysis
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Liaghat, Farahnaz; Biria, Reza – International Journal of Instruction, 2018
This study aimed at exploring the impact of mentor text modelling on Iranian English as a Foreign Language (EFL) learners' accuracy and fluency in writing tasks with different cognitive complexity in comparison with two conventional approaches to teaching writing; namely, process-based and product-based approaches. To this end, 60 Iranian EFL…
Descriptors: Foreign Countries, Comparative Analysis, Teaching Methods, Writing Instruction
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Bridgeman, Brent; Trapani, Catherine; Attali, Yigal – Applied Measurement in Education, 2012
Essay scores generated by machine and by human raters are generally comparable; that is, they can produce scores with similar means and standard deviations, and machine scores generally correlate as highly with human scores as scores from one human correlate with scores from another human. Although human and machine essay scores are highly related…
Descriptors: Scoring, Essay Tests, College Entrance Examinations, High Stakes Tests
Angelis, Paul J.; And Others – 1979
The performance of two groups of non-native English speakers on the Test of English as a Foreign Language (TOEFL) and an appropriate verbal aptitude test was examined. One group of graduate applicants took both TOEFL and the verbal section of the Aptitude Test of the Graduate Record Examinations (GRE). Another group of undergraduate applicants…
Descriptors: Aptitude Tests, College Admission, Comparative Analysis, English (Second Language)
Camara, Wayne J. – College Entrance Examination Board, 2003
Previous research on differences in the reliability, validity, and difficulty of essay tests given under different timing conditions has indicated that giving examinees more time to complete an essay may raise their scores to a certain extent, but does not change the meaning of those scores, or the rank ordering of students. There is no evidence…
Descriptors: Essays, Comparative Analysis, Writing Tests, Timed Tests