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Scoring and Consequential Validity Evidence of Computer- and Paper-Based Writing Tests in Times of Change

  • María Guapacha-Chamorro

    María Eugenia Guapacha-Chamorro is Associate Professor of English (applied linguistics) at Universidad del Valle in Colombia. Her research efforts have focused on language assessment, writing assessment, EFL writing, and language teachers’ professional development.

    and Orlando Chaves-Varón

    Orlando Chaves-Varón is Professor of English (applied linguistics) at Universidad del Valle in Colombia. His research efforts have focused on L2 writing and language teachers’ professional development.

Published/Copyright: September 18, 2024
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Abstract

Little is known about how the assessment modality, i. e., computer-based (CB) and paper-based (PB) tests, affects language teachers’ scorings, perceptions, and preferences and, therefore, the validity and fairness of classroom writing assessments. The present mixed-methods study used Shaw and Weir’s (2007) sociocognitive writing test validation framework to examine the scoring and consequential validity evidence of CB and PB writing tests in EFL classroom assessment in higher education. Original handwritten and word-processed texts of 38 EFL university students were transcribed to their opposite format and assessed by three language lecturers (N = 456 texts, 152 per teacher) to examine the scoring validity of CB and PB tests. The teachers’ perceptions of text quality and preferences for assessment modality accounted for the consequential validity evidence of both tests. Findings revealed that the assessment modality impacted teachers’ scorings, perceptions, and preferences. The teachers awarded higher scores to original and transcribed handwritten texts, particularly text organization and language use. The teachers’ perceptions of text quality differed from their ratings, and physical, psychological, and experiential characteristics influenced their preferences for assessment modality. The results have implications for the validity and fairness of CB and PB writing tests and teachers’ assessment practices.

About the authors

María Guapacha-Chamorro

María Eugenia Guapacha-Chamorro is Associate Professor of English (applied linguistics) at Universidad del Valle in Colombia. Her research efforts have focused on language assessment, writing assessment, EFL writing, and language teachers’ professional development.

Orlando Chaves-Varón

Orlando Chaves-Varón is Professor of English (applied linguistics) at Universidad del Valle in Colombia. His research efforts have focused on L2 writing and language teachers’ professional development.

Acknowledgments

The authors declare no competing interests. The study was approved by Universidad del Valle as part of one of the authors’ doctoral thesis. The participants gave informed consent to participate in the study. We are grateful for the teachers who participated in this study.

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Published Online: 2024-09-18
Published in Print: 2024-09-25

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