Applying Partial Credit Analysis to the Construction of Narrative Writing Tests

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Abstract
This article describes work in progress aimed at applying partial credit analysis to the construction of a set of narrative writing tasks for use with children in their 3rd to 10th years of school. Each student's written story is rated on each of eight scales (e.g., Setting, Dialogue Use, Coherence and Story Structure). These eight scales are treated as eight items in the analysis. Results show how the analysis can be used to identify aspects of writing that function differently from others and so should not be included in a global measure of writing proficiency. By using the calibrated writing scales to mark out a continuum of developing proficiency, global measures of students' narrative writing ability can be interpreted in terms of the most probable characteristics of each student's writing.

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