Using comparative judgement for the assessment of written texts in primary education.

dc.contributor.advisorSchoonen, J.J.M.
dc.contributor.advisorSlik, F.W.P. van der
dc.contributor.authorHerpt, C.J.S. van
dc.description.abstractThis study investigated whether comparative judgement is a reliable, valid and efficient scoring method for the assessment of pupils’ writing proficiency in Cito’s Centrale Eindtoets (CET) and to what extent assessors are influenced by different components of writing proficiency, such as spelling errors, in the comparative judgement process. The assessment turned out to be reliable, valid, quick and easy to perform. A medium effect of spelling errors in texts on the judgement of the texts arose; texts with spelling errors received significantly lower ability scores than the same texts without spelling errors. The reliability coefficient in the current assessment was not high enough for high-stakes assessment, such as the CET, but comparative judgement might still be practiced for performance assessment within the classroom, because it is a reliable, valid and efficient scoring method. More directed instruction for the assessment would be advised for further assessments with comparative judgement.en_US
dc.thesis.facultyFaculteit der Letterenen_US
dc.thesis.specialisationLinguistics, general programmeen_US
dc.thesis.studyprogrammeMaster Taalwetenschappen/Linguisticsen_US
dc.titleUsing comparative judgement for the assessment of written texts in primary education.en_US
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