Validity evidence for a formative writing engagement assessment in elementary grades

ABSTRACT

This article reports on the implementation of a formative assessment tool (the Writing Engagement Scale, or WES) in grades 3–5 in schools in the United States. We used confirmatory factor analysis (CFA) to collect validity evidence for the WES for our population. Results demonstrated acceptable validity and reliability. In addition, survey results indicated that teachers perceived the WES to be useful as a formative writing assessment. We make the case that the WES provides an opportunity to inform teachers’ practice and help researchers understand the dimensions of students’ engagement in writing.

KEYWORDS:

• Writing engagement
• validity
• student self-assessment
• formative assessment
• elementary school

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Paul M. Rogers

Paul M. Rogers is an Associate Professor of Writing Studies at the University of California, Santa Barbara. His areas of interest are writing development, writing instruction, writing assessment, writing research methodologies, and the professional development of teachers.

Jonathan M. Marine

Jonathan M. Marine is a writing instructor at George Mason University where he is also a PhD student in Writing and Rhetoric. His research interests include content analysis, writing engagement, longitudinal writing development, the pedagogy and theory of James Moffett, and the rhetoric of material/public inscription.

Samantha T. Ives

Samantha T. Ives is a PhD candidate in Educational Psychology at George Mason University. Her research interests include engagement, motivation, and survey validation.

Seth A. Parsons

Seth A. Parsons is a Professor in the School of Education and the Sturtevant Center for Literacy at George Mason University. He teaches in the Elementary Education and Literacy program areas.

Ashlee Horton

Ashlee Horton is a K-5 Instructional Specialist with over twenty years of teaching experience in a variety of settings.

Chase Young

Chase Young is a professor in the School of Teaching and Learning at Sam Houston State University. Previously, he taught elementary school and served as a literacy coach.