Formative Assessment of Writing (FAoW): A Confirmatory Factor Structure Study

Authors : Elaheh TAVAKOLİ, Mohammad Reza AMİRİAN, Tony BURNER, Mohammad DAVOUDİ, Saeed GHANİABADİ

Pages : 344-361

Doi:10.21449/ijate.544277

View : 11 | Download : 5

Publication Date : 2019-10-15

Article Type : Research Paper

Abstract :This validation study was undertaken to evaluate the construct of Formative Assessment of Writing insert ignore into journalissuearticles values(FAoW); operationalized by an instrument with 50 Likert scale items. To identify the EFL learners’ experiences of FAoW practices, the instrument was first piloted with three EFL learners, and subsequently administered on a sample of 255 EFL learners selected based on purposive sampling. A five-factor solution with five latent variables insert ignore into journalissuearticles values(i.e. clarifying criteria, evidence on students’ current learning, feedback to move learners forward, peer-assessment and autonomy); was evaluated through Confirmatory Factor Analysis insert ignore into journalissuearticles values(CFA); with AMOS 22. Model fit showed that the five-factor structure of FAoW could only be supported in terms of absolute and parsimony fit indices. The model with three factors insert ignore into journalissuearticles values(i.e. clarifying criteria, peer-assessment and feedback); in two stages of pre- and while-writing, however, provided higher discriminant validity in addition to absolute and parsimony fit indices. In other words, FAoW was not found to be practiced within its full potential with five components in the context of this study. A conceptual model was developed based on the findings and the literature to show pedagogical application of FAoW and how it can be practiced in line with Black and Wiliam’s insert ignore into journalissuearticles values(2009);.
Keywords : Formative Assessment of Writing, Factor Solution, Formative Assessment, Confirmatory Factor Analysis CFA,