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

Year 2019, Volume: 6 Issue: 3, 344 - 361, 15.10.2019

Elaheh Tavakoli Mohammad Reza Amirian Tony Burner Mohammad Davoudi Saeed Ghaniabadi

https://doi.org/10.21449/ijate.544277

Abstract

This validation study
was undertaken to evaluate the construct of Formative Assessment of Writing
(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 (i.e. clarifying criteria, evidence on students’
current learning, feedback to move learners forward, peer-assessment and
autonomy) was evaluated through Confirmatory Factor Analysis (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 (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 (2009).

Keywords

Formative Assessment of Writing, Factor Solution, Formative Assessment, Confirmatory Factor Analysis (CFA)

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

Abstract

This validation study was undertaken to evaluate the construct of Formative Assessment of Writing (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 (i.e. clarifying criteria, evidence on students’ current learning, feedback to move learners forward, peer-assessment and autonomy) was evaluated through Confirmatory Factor Analysis (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 (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 (2009).

Keywords

Formative Assessment of Writing, Factor Solution, Formative Assessment, Confirmatory Factor Analysis (CFA )

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