Advantages and disadvantages of different text coding procedures for research and practice in a school context

Research output: Contributions to collected editions/worksChapterpeer-review

Standard

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. ed. / Elke van Steendam; Marion Tillema; Gert Rijlaarsdam; Huub van den Bergh. Brill Rodopi, 2012. p. 33-54 (Studies in Writing; Vol. 27).

Research output: Contributions to collected editions/worksChapterpeer-review

Harvard

Neumann, A 2012, Advantages and disadvantages of different text coding procedures for research and practice in a school context. in E van Steendam, M Tillema, G Rijlaarsdam & H van den Bergh (eds), Measuring Writing: Recent Insights into Theory, Methodology and Practice. Studies in Writing, vol. 27, Brill Rodopi, pp. 33-54. https://doi.org/10.1163/9789004248489_004

APA

Neumann, A. (2012). Advantages and disadvantages of different text coding procedures for research and practice in a school context. In E. van Steendam, M. Tillema, G. Rijlaarsdam, & H. van den Bergh (Eds.), Measuring Writing: Recent Insights into Theory, Methodology and Practice (pp. 33-54). (Studies in Writing; Vol. 27). Brill Rodopi. https://doi.org/10.1163/9789004248489_004

Vancouver

Neumann A. Advantages and disadvantages of different text coding procedures for research and practice in a school context. In van Steendam E, Tillema M, Rijlaarsdam G, van den Bergh H, editors, Measuring Writing: Recent Insights into Theory, Methodology and Practice. Brill Rodopi. 2012. p. 33-54. (Studies in Writing). doi: 10.1163/9789004248489_004

Bibtex

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title = "Advantages and disadvantages of different text coding procedures for research and practice in a school context",
abstract = "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.",
keywords = "Didactics of the German language",
author = "Astrid Neumann",
year = "2012",
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language = "English",
isbn = "9781781902677",
series = "Studies in Writing",
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pages = "33--54",
editor = "{van Steendam}, Elke and Marion Tillema and Gert Rijlaarsdam and {van den Bergh}, Huub",
booktitle = "Measuring Writing",
address = "Netherlands",

}

RIS

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AU - Neumann, Astrid

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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.

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