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Why Rasch analysis is not the answer in grading essays

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posted on 26.02.2018 by Gavin Brown
This is a paper presented at the Nordic Testing and Assessment of Writing Symposium, Trondheim in September 2015. In it I argue that using teacher's actual curriculum level judgements makes more sense than adjusting those by the difficulty of the task being rated. This material was later published in a paper as:
Parr, J. M., & Brown, G. T. L. (2015). Learning about writing: A consideration of the recently revised asTTle: Writing. Curriculum Matters, 11, 134-154. doi:10.18296/cm.0008

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