Abstract:
The current study aimed to develop a Formative Assessment of Writing (FAoW) instrument through operationalizing Black and Wiliam’s (2009) Formative Assessment (FA) and Hattie and Timperley’s (2007) feedback model. Following intuitive approach of scale construction (Hase & Goldberg, 1967), a comprehensive review of the literature was undertaken, and 30 Likert scale items were devised. The items tapped students’ experiences of FA practices in writing classrooms and their attitudes towards the helpfulness of each practice. In a focused group interview, the items were intuitively classified by three experts of writing and assessment based on the five components of FA (clarifying criteria, evidence on students’ learning, feedback to move learners forward, peer assessment and autonomy) and in three stages (“Where the learner is going/Pre-writing, “Where the learner is right now/Writing and “How to get there/ Post-writing”). The expert interviews resulted in revisions and 20 additional items. They also agreed that items in FAoW instrument corresponded with the theoretical frameworks of FA as well as the three stages of feedback.
Machine summary:
Operationalization of Formative Assessment in Writing: An Intuitive Approach to the Development of an Instrument Elaheh Tavakoli 1, Mohammad Reza Amirian 2*, Tony Burner 3 Mohammad Davoudi 4, Saeid Ghaniabadi 5 1 PhD Candidate, Hakim Sabzevari University, Sabzevar, Iran 2 Assistant Professor, Hakim Sabzevari University, Sabzevar, Iran 3 Professor, University of South-Eastern Norway 4 Assistant Professor, Hakim Sabzevari University, Sabzevar, Iran 5 Assistant Professor, Hakim Sabzevari University, Sabzevar, Iran Received: 2018/08/04 Accepted: 2018/10/07 Abstract: The current study aimed to develop a Formative Assessment of Writing (FAoW) instrument through operationalizing Black and Wiliam‟s (2009) Formative Assessment (FA) and Hattie and Timperley‟s (2007) feedback model.
The elements of classroom assessment were identified with a focus on purposes, goals and functions as any classroom activity intended or actually used to meet learning needs (Black, Harrison, Lee, Marshall, {View the image of this page} Wiliam, 2003).
In the following sections, the five components of Black and Wiliam‟s (2009) FA model, the three stages of writing feedback (Hattie {View the image of this page} Timperley, 2007) and the experts‟ correspondence of FAoW items with these two theoretical frameworks will be elaborated in details.
Components of Formative Assessment of Writing The construction of FAoW instrument was guided by item selection in the literature and then by Black and Wiliam‟s (2009) theory of FA since their model outlined the cyclic nature of FA and targeted both teachers and learners (particularly by including peer - assessment).