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Construct validity of primary trait writing rubrics based on assessment use argument (AUA) validation framework.

Nurul Fariena Asli1, Mohd Effendi Ewan Mohd Matore1, Melor Md Yunus1

  • 1Faculty of Education, The National University of Malaysia, 43600, Bangi, Selangor, Malaysia.

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Summary

This study validates Primary Trait Writing (PTW) rubrics for student self-assessment using the Many Facet Rasch Model. Results confirm PTW rubrics possess construct validity, enhancing language assessment reliability.

Keywords:
Assessment use argumentMFRMPrimary trait RubricRating scale effectivenessSelf-assessment Rubric

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Area of Science:

  • Educational Measurement and Assessment
  • Language Testing and Evaluation
  • Psychometrics

Background:

  • Performance-based language assessments require valid and reliable scoring rubrics to minimize measurement errors.
  • Traditional rubric validation relying solely on qualitative data lacks empirical evidence.
  • The Assessment Use Argument (AUA) Validation Framework provides a structure for empirical validation.

Purpose of the Study:

  • To empirically validate the construct relevance of Primary Trait Writing (PTW) rubrics for student self-assessment activities.
  • To gather evidence supporting the claim that PTW rubrics accurately measure the intended writing construct.
  • To address warrants and rebuttals concerning the validity of PTW rubrics within the AUA framework.

Main Methods:

  • Employed the Many Facet Rasch Model (MRFM) to analyze data from 149 secondary school students and 3 teachers in Malaysia.
  • Examined three facets: examinee (students), rater (students and teachers), and writing traits (Content, Format, Cohesive Device, Sentence Fluency).
  • Assessed warrants and rebuttals using statistical evidence derived from the MRFM analysis.

Main Results:

  • PTW rubrics demonstrated the ability to discriminate between different levels of student writing ability.
  • The rubrics met six essential conditions for rating scale effectiveness to a notable extent, with Cohesive Device being a key focus.
  • Fit statistics indicated internal consistency across all traits, and a high reliability index confirmed clear differentiation in difficulty levels.

Conclusions:

  • Empirical evidence supported the warrants and rejected the rebuttal, confirming the construct validity of PTW rubrics for student self-assessment.
  • The study underscores the importance of validating assessment rubrics for internal validity and highlights the utility of MRFM in rubric analysis.
  • The findings advocate for the use of PTW rubrics in self-assessment, suggesting future research into their application for other essay types and peer assessment.