It is intended for stakeholders in faculty, administration, IT, and didactic support units who wish to promote and implement a similar service at their own institutions. This paper provides a comprehensive overview of the institution-wide online exams service at the Swiss Federal Institute of Technology (ETH) Zurich. © Earli This article is published under Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported license. They also highlight the importance of considering reading proficiency and handwriting automaticity when assessing children's writing abilities and planning instruction for children with writing difficulties. The results provide further evidence of the sensitivity of the CMIWS index. Although handwriting automaticity was correlated with CMIWS scores and writing quality, it was not a unique predictor of either measure.

Grade (5 > 4) and gender differences (girls > boys) were also found for CMIWS scores. Working memory, as measured by an updating task, was not a significant unique predictor of CMIWS or composition quality. Word reading proficiency also predicted composition quality controlling for gender and handwriting automaticity. Word reading proficiency predicted CMIWS above and beyond the variance accounted for by gender, grade, handwriting automaticity, and working memory. CMIWS scores were moderately correlated with the holistic quality score. Two outcomes were measured: correct minus incorrect word sequences (CMIWS accurate-production of spelling and grammar in-text), and composition quality. This study examined the role of word-level reading proficiency and verbal working memory in grade 4 and 5 students' (N = 42 23 boys) performance on a curriculum-based measure of narrative writing. Practical implications regarding essay assessment in teacher education are discussed. This study sheds new light on the interaction between individual text features in the assessment of complex learner texts. In addition, an interaction effect was found between overall text quality and organisational quality, suggesting that the effect of organisational quality was stronger when overall text quality was low. Findings show that texts with higher organisational quality were assessed more positively concerning all analytic scales than texts with low organisational quality, indicating halo effects. Pre-service English teachers (N = 53) in Switzerland and Germany assessed four argumentative essays of two different overall text qualities in which two organisational features had been manipulated in terms of cohesive devices and paragraphing. This experimental study examines how organisational quality influences teacher judgments of ESL student texts in order to obtain a comprehensive overview of important determinants in the assessment process. Among these elements, organisation has not been extensively explored. We argued that the strength as well as the direction of the presentation mode are guided by these and further factors.Īssessing student writing is a complex task and experimental studies have shown that textual determinants, such as spelling or vocabulary, affect teachers’ judgments of other analytic criteria in student essays. Furthermore, the strength of the presentation-mode effect differed by text genre. This effect was moderated by text quality and grammatical erroneousness.

Statistical analyses showed a main effect for presentation mode: Computer-typed transcripts were scored higher than handwritten essays. computer-typed transcripts) of 430 essays written by students at the end of lower secondary education in Germany on content quality and style quality, as well as the considered moderators. Rater-teams scored two versions (originally handwritten vs. Further, we investigated whether the presentation-mode effect is moderated by text quality and legibility, as well as by orthographic, grammatical, and punctuation erroneousness, and whether the presentation mode differs over text genres. computer-typed) and its influence on scoring. the presentation mode of essays (handwritten vs.

We investigated a potential source of construct-irrelevant variance, i.e. To ensure valid measurement in large-scale assessments, avoiding incorporating construct-irrelevant aspects is crucial.

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