2012-2018 Direct Writing Assessment Scores for an international school (K-12) in Bangkok, Thailand

Published: 19 February 2020| Version 1 | DOI: 10.17632/hfkt24zxcw.1
Contributor:
Charles James Harding Conrad II

Description

The participants for the Direct Writing Assessment Scores were students in grades three to twelve who attended a private international (K-12) English immersion school in Bangkok, Thailand between the years 2012-2018. The variables gathered each year include direct writing assessment scores based on the Oregon 6 Traits Rubric scored by two raters from National Scoring Services as well as new student status, sex, nationality based on passport, and ESL pullout program status. This data was used with a binary logistic regression model to develop three predictive models (Year 1, Year 2, Year 3) to show how likely it would be for a participant to reach writing proficiency, and how long it may take to meet that expectation. The research question was, “To what extent can the Annual Writing Assessment scored with the six-traits writing rubric identify at-risk writers from Grades 3-12 at the International Community School BangNa, Thailand?” The independent variables of participant bio data coded and tested for significance in the binary logistic regression model include the following: sex (female 0; male 1) new student status (no 0; yes 1) Thai (no 0; yes 1) USA (no 0; yes 1) Indian (no 0; yes 1) Korean (no 0; yes 1) other nationality (no 0; yes 1) English as L1 (0 no, 1 yes) enrolled in the ESL pull-out program any time during their testing (no 0; yes 1). Nationality was coded based on the passport country the participants used during the admissions process when enrolling at the school. In addition, English as L1 status was based on the participants’ passport country. English as L1 coded (yes = 1) countries included USA, Canada, England, Australia, and Kenya. The consequence of coding with such generalities means that some L2 writers may have been miscoded as L1 writers based on their passports. Other bio data included: participant ID# initial year of Test 1 grade level (3-12; *LS) [*Life Skill students (coded as “LS”) are secondary students who attend the school, but are not on the academic track to complete an accredited high school diploma.] The independent variables of test scores coded and tested for significance in the binary logistic regression model include the following: ideas (scale 0-6) organization (scale 0-6) ideas (scale 0-6) voice (scale 0-6) word choice (scale 0-6) sentence fluency (scale 0-6) conventions (scale 0-6) The binary dependent variable was coded as “0” for students who never achieved a score average higher than 3.9 and “1” for students who scored 4.0 on at least one test. Binary Dependent Variable Passed 4.0 at least once (0 = no; 1 = yes)

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Writing in English, Longitudinal Data Analysis, School-Wide

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