An assessment instrument of product versus process writing instruction: a rasch measurement analysis
Recent researchers continuously stress on the importance of writing instruction in language learning. Therefore, there is an immense need to have an appropriate instrument to measure the writing instruction and the instrument has to be fully tested for validity. Therefore, we developed and validated...
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Academic Research Publishing Group
2019
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| Online Access: | http://eprints.uthm.edu.my/3116/ https://doi.org/10.32861/ellr.51.1.8 |
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| author | Palpanadan, Sarala @ Thulasi Abdul Kadir, Zulida Ahmad, Iqbal K. Ravana, Venosha |
| author_facet | Palpanadan, Sarala @ Thulasi Abdul Kadir, Zulida Ahmad, Iqbal K. Ravana, Venosha |
| author_sort | Palpanadan, Sarala @ Thulasi |
| building | UTHM Library |
| collection | Institutional Repository |
| content_provider | Universiti Tun Hussein Onn Malaysia |
| content_source | UTHM Institutional Repository |
| continent | Asia |
| country | Malaysia |
| description | Recent researchers continuously stress on the importance of writing instruction in language learning. Therefore, there is an immense need to have an appropriate instrument to measure the writing instruction and the instrument has to be fully tested for validity. Therefore, we developed and validated an instrument using Rasch Measurement Model to assess two prominent approaches (product approach versus process approach) used in writing instruction contemporarily. We tested the instrument by computing its infit, outfit, item reliability, item separation, item difficulty and item discrimination. The results demonstrated that the instrument showed adequate estimates of reliability in assessing both the approaches used by teachers in ESL classrooms. The raw variance result showed that the accuracy of the items of product approach (85.7%) and process approach (63.7%) were excellent and good. The values of item reliability and item separation for product approach were 0.98 and 6.33, while process approach showed the item reliability and separation values of 0.65 and 1.37 respectively. The results showed that product approach is being dominantly practised that did not enhance students’ writing skills in the long run. To address this issue, we propose a new framework for writing instruction as a guide to ESL teachers. |
| format | Article |
| id | my.uthm.eprints-3116 |
| institution | Universiti Tun Hussein Onn Malaysia |
| publishDate | 2019 |
| publisher | Academic Research Publishing Group |
| record_format | eprints |
| spelling | my.uthm.eprints-31162021-11-16T06:53:54Z http://eprints.uthm.edu.my/3116/ An assessment instrument of product versus process writing instruction: a rasch measurement analysis Palpanadan, Sarala @ Thulasi Abdul Kadir, Zulida Ahmad, Iqbal K. Ravana, Venosha LB2300-2430 Higher education Recent researchers continuously stress on the importance of writing instruction in language learning. Therefore, there is an immense need to have an appropriate instrument to measure the writing instruction and the instrument has to be fully tested for validity. Therefore, we developed and validated an instrument using Rasch Measurement Model to assess two prominent approaches (product approach versus process approach) used in writing instruction contemporarily. We tested the instrument by computing its infit, outfit, item reliability, item separation, item difficulty and item discrimination. The results demonstrated that the instrument showed adequate estimates of reliability in assessing both the approaches used by teachers in ESL classrooms. The raw variance result showed that the accuracy of the items of product approach (85.7%) and process approach (63.7%) were excellent and good. The values of item reliability and item separation for product approach were 0.98 and 6.33, while process approach showed the item reliability and separation values of 0.65 and 1.37 respectively. The results showed that product approach is being dominantly practised that did not enhance students’ writing skills in the long run. To address this issue, we propose a new framework for writing instruction as a guide to ESL teachers. Academic Research Publishing Group 2019 Article PeerReviewed Palpanadan, Sarala @ Thulasi and Abdul Kadir, Zulida and Ahmad, Iqbal and K. Ravana, Venosha (2019) An assessment instrument of product versus process writing instruction: a rasch measurement analysis. English Literature and Language Review, 5 (1). pp. 1-8. ISSN 2413-8827 https://doi.org/10.32861/ellr.51.1.8 |
| spellingShingle | LB2300-2430 Higher education Palpanadan, Sarala @ Thulasi Abdul Kadir, Zulida Ahmad, Iqbal K. Ravana, Venosha An assessment instrument of product versus process writing instruction: a rasch measurement analysis |
| title | An assessment instrument of product versus process writing instruction: a rasch measurement analysis |
| title_full | An assessment instrument of product versus process writing instruction: a rasch measurement analysis |
| title_fullStr | An assessment instrument of product versus process writing instruction: a rasch measurement analysis |
| title_full_unstemmed | An assessment instrument of product versus process writing instruction: a rasch measurement analysis |
| title_short | An assessment instrument of product versus process writing instruction: a rasch measurement analysis |
| title_sort | assessment instrument of product versus process writing instruction: a rasch measurement analysis |
| topic | LB2300-2430 Higher education |
| url | http://eprints.uthm.edu.my/3116/ https://doi.org/10.32861/ellr.51.1.8 |
| url_provider | http://eprints.uthm.edu.my/ |