Advantages and disadvantages of different text coding procedures for research and practice in a school context
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Advantages and disadvantages of different text coding procedures for research and practice in a school context. / Neumann, Astrid.
Measuring Writing: Recent Insights into Theory, Methodology and Practice. Hrsg. / Elke van Steendam; Marion Tillema; Gert Rijlaarsdam; Huub van den Bergh. Brill Rodopi, 2012. S. 33-54 (Studies in Writing; Band 27).Publikation: Beiträge in Sammelwerken › Kapitel › begutachtet
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TY - CHAP
T1 - Advantages and disadvantages of different text coding procedures for research and practice in a school context
AU - Neumann, Astrid
PY - 2012/11/21
Y1 - 2012/11/21
N2 - This chapter aims to give an overview of relevant questions related to the measurement of first language written text quality. Referring to the relevance of standardized assessment in current educational research, various formats of measurement are introduced. Focusing on the field of writing research, the question of text quality is depicted as depending on the particular discipline and theoretical grounding. Using different text assessment studies as examples, advantages and disadvantages of numerous coding procedures (e.g. holistic, analytical, mixed models) will be discussed. Possible applications of the different methods are examined in the light of the corresponding research contexts and questions (e.g. large-scale assessment vs. individual learning support), methodical issues of measurement and cost-benefit aspects. Also, desiderata and possibilities for integrating information from formative assessment into educational settings, that is, instructional support, are considered, indicating ideas for future theory and praxis in writing research, assessment and teaching.
AB - This chapter aims to give an overview of relevant questions related to the measurement of first language written text quality. Referring to the relevance of standardized assessment in current educational research, various formats of measurement are introduced. Focusing on the field of writing research, the question of text quality is depicted as depending on the particular discipline and theoretical grounding. Using different text assessment studies as examples, advantages and disadvantages of numerous coding procedures (e.g. holistic, analytical, mixed models) will be discussed. Possible applications of the different methods are examined in the light of the corresponding research contexts and questions (e.g. large-scale assessment vs. individual learning support), methodical issues of measurement and cost-benefit aspects. Also, desiderata and possibilities for integrating information from formative assessment into educational settings, that is, instructional support, are considered, indicating ideas for future theory and praxis in writing research, assessment and teaching.
KW - Didactics of the German language
UR - http://www.scopus.com/inward/record.url?scp=85052532522&partnerID=8YFLogxK
U2 - 10.1163/9789004248489_004
DO - 10.1163/9789004248489_004
M3 - Chapter
AN - SCOPUS:85052532522
SN - 9781781902677
T3 - Studies in Writing
SP - 33
EP - 54
BT - Measuring Writing
A2 - van Steendam, Elke
A2 - Tillema, Marion
A2 - Rijlaarsdam, Gert
A2 - van den Bergh, Huub
PB - Brill Rodopi
ER -