Questioning the Copying of Text: Validity of Lower Elementary Source-Based Writing Rubric

• In Event: Writing Assessments and Rater Effects

Abstract

The paper explores the validity of a new source-based writing rubric for lower elementary students that was developed in a larger study. The analysis of survey and focus group data provides information about content and response process validity of the assessment and explores how raters address text copying developmentally.

Authors

• Laura Boynton Hauerwas, Providence College

• Elizabeth L. Adams, AMERICAN INSTITUTES FOR RESEARCH