期刊名称：Psicología Educativa: Revista de los Psicólogos de la Educación
印刷版ISSN：1135-755X
电子版ISSN：2174-0526
出版年度：2014
卷号：20
期号：2
页码：109-115
DOI：10.1016/j.pse.2014.11.004
出版社：Colegio Oficial de Psicólogos de Madrid
摘要：We investigate methods for studying learning progressions in English language arts using data from scenario-based assessments. Particularly, our interest lies in the empirical recovery of learning progressions in argumentation for middle school students. We collected data on three parallel assessment forms that consist of scenario-based task sets with multiple item formats, where students randomly took two of the three assessments. We fitted several item response theory models, and used model-based measures to classify students into levels of the argumentation learning progression. Although there were some differences in difficulty between parallel tasks, good agreement was found among the classifications of the parallel forms. Overall, we managed to recover empirically the order of the levels in the argumentation learning progression as they were assigned to tasks of the assessments by the theoretical framework.
关键词：Learning progressions ;Writing assessment ;Item response theory ;Parallel forms ;Progresiones de aprendizaje ;Evaluación de la escritura ;Teoría de la respuesta al ítem ;Formas paralelas
