An innovative pilot study
administered as part of the National Assessment of Educational Progress (NAEP)
has demonstrated that fourth-grade students can meaningfully participate in a
computer-based writing assessment. The study, conducted by the National Center
for Education Statistics (NCES), presents lessons learned that can inform
educators’ and policymakers’ efforts to develop computer assessments that can
measure elementary students’ writing and composition skills.
“NAEP
has studied and captured data on fourth-grade students’ ability to write using
a computer, and we are excited to report that they are capable of using
computer programs to type, organize and write well enough to be assessed,” said
David P. Driscoll, the chairman of the National Assessment Governing Board,
which oversees NAEP. “The Governing Board plans to transition all NAEP
assessments to be computer-based, and this evidence makes us confident that it
is appropriate to include fourth-grade writing along with other subjects in
which students must provide written answers.”
The Web-based
report, “Lessons Learned From the 2012 Grade 4 Writing Computer-Based Assessment Study,” describes specific ways the design of this writing assessment
facilitates the writing process and offers information about how fourth-grade
students can produce written text when using a computer.
The findings come from
two separate efforts: a usability study, which allowed NCES to improve the
computer program with fourth-grade students in mind, and a pilot writing
assessment on the revised program.
“As the
gold standard in large-scale assessment, the National Assessment of Educational
Progress plays a leadership role in identifying best practices in the field,”
said Peggy G. Carr, associate commissioner of the assessments division at NCES.
“Through this pilot study, NAEP shares these lessons learned to inform how
large-scale assessments can use computers to accurately measure the writing
skills of fourth-graders.”
The
usability study asked fourth-grade students to use the same NAEP computer platform
that was used to measure eighth- and 12th-graders’ writing skills. Findings from
the usability study showed that fourth-grade students had difficulty with
elements of the platform’s design, including reading and following long sets of
instructions, using drop-down menus and understanding text-to-speech options.
The
study asked students about their access to
computers at home and in school. Of the 60 fourth-grade participants, 100
percent of the students reported having access to a computer at school, while
93 percent reported having access at home and 92 percent reported previously
taking a computer-based assessment.
In
response to the usability study findings, NAEP redesigned the writing
assessment to introduce shorter, sequenced directions, more icons in place of
drop-down menus and other features. The new assessment system was then used in
the pilot study given to 13,000 students nationwide. Though the sample is not
representative of the nation, the results provide an indication of
fourth-graders’ ability to show their writing skills and use editing tools on a
computer-delivered assessment. Students were able to produce writing that can
be evaluated against the NAEP rubric, according to the findings: They typed
enough words to allow evaluators to measure their writing skill, used the
computer tools to complete the exercises and showed that they could edit text
using word processing tools, such as spell-check and backspace functions.
Each
student, provided with a laptop and headphones, was given two scenarios. Each scenario included text; some also included
pictures, or audio or video components. The scenarios were designed to
encourage students to develop and organize ideas and demonstrate a specific
writing skill: to persuade, to explain or to convey experience.
Students
were asked to respond to writing situations that were designed to elicit one of
those three modes for writing. A
sample persuasion question — which required a student to change the reader’s
point of view or affect the reader’s action — asked students to write a letter to their principal convincing him or
her to choose the writer’s preferred school mascot, giving reasons and examples
to support their position. To explain, students had to write in ways
that expanded the reader’s understanding, such as describing what lunchtime is
like during their school day. Conveying experience entailed writers’ bringing a
real or imaginary situation to life; for example, students were asked to
respond to a photo of the Eiffel Tower by writing
a story about what happens next when they are somehow transported, while
sleeping, to the sidewalk beneath the tower and then wake up there.
Students’ responses were measured on a holistic
scale from 1 to 6, with 1 indicating that the student had little or no writing
skill and 6 signifying that the student could write effectively. The scoring
rubric includes multiple criteria, including development of ideas,
organization, language use and grammar. Students were given 20- and 30-minute
writing tasks. Overall, students provided more complete responses when given 30
minutes, rather than 20 minutes, to write. The majority of students (about 61
percent) who were given two 30-minute prompts scored at least a 3, meaning that
they wrote enough to be assessed, included ideas that were mostly on topic and
used simple organizational strategies in most of their writing.
“This
study offers lessons to educators who want to support elementary students in
using computers to write: Make the instructions easy to read and understand,
use clearly labeled icons wherever possible and give students the time they
need to complete the assignment,” said Shannon Garrison, a fourth-grade teacher in Los Angeles and
Governing Board member. “Anyone looking to improve online assessment tools
should learn from NAEP and share these lessons widely.”
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