Date of Award
Winter 2014
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Teaching & Learning
Program/Concentration
Curriculum and Instruction
Committee Director
Linda Bol
Committee Member
Shana Pribesh
Committee Member
Yonghee Suh
Abstract
The effect of a calibration strategy requiring students to predict and postdict their scores on a writing exam was investigated. The utility of rubric-referenced calibration and the interaction between achievement and self-efficacy on calibration accuracy were also explored. Five hundred ninety six undergraduate students enrolled in an urban, comprehensive, public university participated. Students were assigned to one of three calibration conditions: (1) a global condition (overall judgments only), (2) a global and criteria condition (a general rubric), or (3) a global and detailed criteria condition (a detailed rubric). Students in all three conditions provided global calibrations before and after the exam. Students also completed the Writing Self-Regulatory Efficacy Scale. Neither calibration condition alone nor self-efficacy alone was found to effect calibration accuracy. Calibration condition and SAT critical reading achievement were found to be significant for predictive accuracy in organization and development and analysis only. Calibration condition and global writing scores interacted to significantly effect prediction and postdiction accuracy in sentence structure, as well as prediction accuracy - in grammar, diction, and mechanics. Higher achieving students in all three conditions were more accurate than lower achieving students. Additional research is needed to fully examine the relationships among calibration accuracy, achievement, self-efficacy and specific writing criteria.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
DOI
10.25777/405r-jk54
ISBN
9781321558548
Recommended Citation
Hawthorne, Katrice A..
"Global and Criteria Based Judgments of an Undergraduate Exit Writing Examination"
(2014). Doctor of Philosophy (PhD), Dissertation, Teaching & Learning, Old Dominion University, DOI: 10.25777/405r-jk54
https://digitalcommons.odu.edu/teachinglearning_etds/25