Effects of a genre and topic knowledge activation device on a standardized writing test performance

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dc.article.number100898
dc.catalogadorgrr
dc.contributor.authorAvila Reyes, Nataly
dc.contributor.authorCarrasco Ogaz, Diego
dc.contributor.authorEscribano Alisio, María Del Rosario
dc.contributor.authorEspinosa, María Jesús
dc.contributor.authorFigueroa, Javiera
dc.contributor.authorCastillo, Carolina
dc.date.accessioned2024-12-26T20:03:57Z
dc.date.available2024-12-26T20:03:57Z
dc.date.issued2024
dc.description.abstractThe aim of this article was twofold: first, to introduce a design for a writing test intended for application in large-scale assessments of writing, and second, to experimentally examine the effects of employing a device for activating prior knowledge of topic and genre as a means of controlling construct-irrelevant variance and enhancing validity. An authentic, situated writing task was devised, offering students a communicative purpose and a defined audience. Two devices were utilized for the cognitive activation of topic and genre knowledge: an infographic and a genre model. The participants in this study were 162 fifth-grade students from Santiago de Chile, with 78 students assigned to the experimental condition (with activation device) and 84 students assigned to the control condition (without activation device). The results demonstrate that the odds of presenting good writing ability are higher for students who were part of the experimental group, even when controlling for text transcription ability, considered a predictor of writing. These findings hold implications for the development of large-scale tests of writing guided by principles of educational and social justice.
dc.description.funderNational Agency of Research and Development
dc.description.funderANID
dc.format.extent11 páginas
dc.fuente.origenSCOPUS
dc.identifier.doi10.1016/j.asw.2024.100898
dc.identifier.eissn1873-5916
dc.identifier.issn10752935
dc.identifier.scopusidSCOPUS_ID:85209732462
dc.identifier.urihttps://doi.org/10.1016/j.asw.2024.100898
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/89260
dc.identifier.wosidWOS:001363701700001
dc.information.autorucEscuela de Psicología; Escribano Alisio, María Del Rosario; 0000-0001-6321-8654; 162073
dc.information.autorucEscuela de Psicología; Carrasco Ogaz, Diego ; 0000-0002-1195-6206; 133361
dc.language.isoen
dc.nota.accesocontenido parcial
dc.publisherElsevier Ltd
dc.revistaAssessing Writing
dc.rightsacceso restringido
dc.subjectConstruct-irrelevant variance
dc.subjectExperimental design
dc.subjectInformative writing
dc.subjectLarge-scale assessment
dc.subjectSocial justice
dc.subject.ddc300
dc.subject.deweyCiencias socialeses_ES
dc.subject.ods
dc.titleEffects of a genre and topic knowledge activation device on a standardized writing test performance
dc.typeartículo
dc.volumen62
sipa.codpersvinculados162073
sipa.codpersvinculados133361
sipa.trazabilidadSCOPUS;2024-12-08
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