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The main result of this effectiveness study is that a reading program with a focus on students’ poetry reading processes, based on observational learning via eye movement modeling examples, can improve students’ reading comprehension for different text types. In a pretest-posttest design with an experimental group (ten classes) and a control group (five classes), students’ self-efficacy regarding their own reading process and their reading comprehension were measured. Over a six-week period, teachers of Dutch and their students worked with the six experimental lessons, instead of the regular reading program: students observed and evaluated contrasting peer reading processes, reflected on differences with their own reading process, and then they practiced aspects of a deep reading process. The program resulted in significant progress in the reading comprehension of “expository texts” (ES = .66), “short stories” (ES = .66), and especially “poetry” (ES = .81). Furthermore, the self-efficacy test results show that students in the experimental condition experienced significantly more learning effect after the intervention period than those in the control group. Moreover, based on the learning reports, evaluation tasks and interviews, it appears that the participants in the innovative program have become aware of their reading and how they improved their performance.

Assessing students’ writing performance is essential to adequately monitor and promote individual writing development, but it is also a challenge. The present research investigates a benchmark rating procedure for assessing texts written by upper-elementary students. In two studies we examined whether a benchmark rating procedure (1) leads to reliable and generalisable scores that converge with holistic and analytic ratings, and (2) can be used for rating texts varying in topic and genre. Results support evidence that benchmark ratings are a valid indicator of text quality as they converge with holistic and analytic scores. They are also associated with less rater variance and less task-specific variance, leading to reliable and generalisable ratings. Moreover, a benchmark scale can be used for rating different tasks with the same reliability, at least when texts are written in the same genre. Taken together, a benchmark rating procedure ensures meaningful and useful information on students’ writing.

National assessments yield a description of the proficiency level in a domain while accounting for differences between tasks. For instance, in writing assessments the level of proficiency is typically evaluated with a variety of topics and multiple tasks. This enables generalizations from specific tasks to a domain. In (quasi-)experimental research, however, writing skills are often evaluated with a single task. Yet, conclusions about the effectiveness of the treatment are formulated on the level of the domain, which is, euphemistically put, quite a stretch. Although conclusions drawn about the effect of the treatment are specific to the task administered, they are often generalized to the domain without any form of reservation. This raises the question whether we can use the results of national assessments about differences between tasks in the analyses of experimental studies. In this paper, we demonstrate how the information of a baseline data set can be used as a kind of control condition in the analysis of an experimental study.

National assessments yield a description of the proficiency level in a domain while accounting for differences between tasks. For instance, in writing assessments the level of proficiency is typically evaluated with a variety of topics and multiple tasks. This enables generalizations from specific tasks to a domain. In (quasi-)experimental research, however, writing skills are often evaluated with a single task. Yet, conclusions about the effectiveness of the treatment are formulated on the level of the domain, which is, euphemistically put, quite a stretch. Although conclusions drawn about the effect of the treatment are specific to the task administered, they are often generalized to the domain without any form of reservation. This raises the question whether we can use the results of national assessments about differences between tasks in the analyses of experimental studies. In this paper, we demonstrate how the information of a baseline data set can be used as a kind of control condition in the analysis of an experimental study.

National assessments yield a description of the proficiency level in a domain while accounting for differences between tasks. For instance, in writing assessments the level of proficiency is typically evaluated with a variety of topics and multiple tasks. This enables generalizations from specific tasks to a domain. In (quasi-)experimental research, however, writing skills are often evaluated with a single task. Yet, conclusions about the effectiveness of the treatment are formulated on the level of the domain, which is, euphemistically put, quite a stretch. Although conclusions drawn about the effect of the treatment are specific to the task administered, they are often generalized to the domain without any form of reservation. This raises the question whether we can use the results of national assessments about differences between tasks in the analyses of experimental studies. In this paper, we demonstrate how the information of a baseline data set can be used as a kind of control condition in the analysis of an experimental study.

National assessments yield a description of the proficiency level in a domain while accounting for differences between tasks. For instance, in writing assessments the level of proficiency is typically evaluated with a variety of topics and multiple tasks. This enables generalizations from specific tasks to a domain. In (quasi-)experimental research, however, writing skills are often evaluated with a single task. Yet, conclusions about the effectiveness of the treatment are formulated on the level of the domain, which is, euphemistically put, quite a stretch. Although conclusions drawn about the effect of the treatment are specific to the task administered, they are often generalized to the domain without any form of reservation. This raises the question whether we can use the results of national assessments about differences between tasks in the analyses of experimental studies. In this paper, we demonstrate how the information of a baseline data set can be used as a kind of control condition in the analysis of an experimental study.

National assessments yield a description of the proficiency level in a domain while accounting for differences between tasks. For instance, in writing assessments the level of proficiency is typically evaluated with a variety of topics and multiple tasks. This enables generalizations from specific tasks to a domain. In (quasi-)experimental research, however, writing skills are often evaluated with a single task. Yet, conclusions about the effectiveness of the treatment are formulated on the level of the domain, which is, euphemistically put, quite a stretch. Although conclusions drawn about the effect of the treatment are specific to the task administered, they are often generalized to the domain without any form of reservation. This raises the question whether we can use the results of national assessments about differences between tasks in the analyses of experimental studies. In this paper, we demonstrate how the information of a baseline data set can be used as a kind of control condition in the analysis of an experimental study.

Janneke Stuulen, Renske Bouwer en Huub van den Bergh onderzochten hoe leerlingen peerfeedback gaven met verschillende beoordelingsmethoden, en hoe zij deze peerfeedback gebruikten voor het reviseren van hun eigen tekst. De ene groep leerlingen gaf feedback aan de hand van paarsgewijs vergelijken, de andere groep gaf feedback met behulp van een analytisch beoordelingsformulier. De resultaten laten zien dat leerlingen uit de conditie met het beoordelingsformulier meer feedback gaven op inhoudelijke aspecten dan leerlingen uit de conditie paarsgewijs vergelijken, en dat zij deze feedback ook vaker verwerkten. Er is echter geen effect van peerfeedbackconditie op tekstkwaliteit: in beide condities was de tekstkwaliteit na het herschrijven in dezelfde mate verbeterd.

In Dutch L1 classrooms, style in non-fictional genres is typically taught by means of normative exercises in which students are tasked to identify stylistic lapses. Not much is known about the effectiveness of such exercises when teaching style. Unknown factors include what kinds of stylistic shortcomings are found in Dutch students’ writing, and how the occurrence of certain stylistic lapses relates to writing quality. The current study empirically explores these scarcely investigated issues. Teachers rated 125 argumentative texts written by tenth-grade pre-university students by means of comparative judgement. Additionally, these texts were manually analyzed to investigate the occurrence of stylistic lapses, taking into account stylistic lapses that are common in text books (‘standard category’) and other types of style related errors (‘other category’). Multilevel regression analyses revealed that only one of the stylistic lapses from the standard category negatively influenced text quality as evaluated by teachers, namely the use of detached phrases. In the other category, only mistakes in question marks negatively predicted text quality. A final model including those two predictors explained 11.1% of the variance in text quality. The article discusses the implications of these findings for non-fictional style education, suggesting that it might need to be refocused.

In the Netherlands, the quality of the reading curriculum is currently under debate because of disappointing results on national and international assessments of students’ reading skills and motivation. In a mixed-method study, we analyzed the content of Dutch textbooks for reading comprehension instruction (i.e., the implemented curriculum) and teachers’ evaluation and use of these books (i.e., the enacted curriculum). A materials analysis of reading comprehension lessons (N = 80) in eight textbooks for grades 4 and 5 was complemented with semi-structured teacher interviews (N = 29) and lesson observations (N = 11), with a focus on the quality of reading strategy and text structure instruction in the curriculum. Main findings are (1) a lack of alignment between lesson goals, theory, and assignments, (2) a strong focus on practicing strategies, (3) limited declarative knowledge about strategies and text structure, (4) little opportunities for self-regulated strategy application. The teachers that were interviewed mention similar problems, but still hardly deviate from the textbook’s content and pedagogical guidelines. We make recommendations to improve the quality of the curriculum.

In this study we examine process configurations in synthesis tasks. We study whether these configurations are students traits or vary within students per task. In a national survey with a representative sample of 658 Dutch upper-secondary school students, we collected writing tasks, registered students’ writing behaviors (via keylogging) and their task perceptions and assessed the quality of their texts. Each participant completed two informative and two argumentative synthesis tasks. Writing process configurations were based on a preselected set of writing behaviors that proved to be related to text quality: time spent on sources and production activities, switching between sources and between sources and text production, and speed of production; with reference to the phase in the process (first, mid, final part). Latent profile analyses distilled four process configurations, some of which were more likely to occur with the informative genre. One process configuration, that is, “Fast text production,” was related to qualitatively higher text quality scores than the others. Additionally, at the age of 16–18 a writing process configuration is not a student trait: in most instances, we observed two or more task configurations within students. Writers' task experiences such as topic knowledge and topic interest predicted the occurrence of certain process configurations which could indicate adaptivity. The finding that writing configurations of writers vary even between similar tasks has important implications for the generalizability of (synthesis) writing research on the basis of a single writing task and process per student.

Background: Understanding consumers’ interpretation of allergy information is crucial for effective food safety policies. We evaluated consumer understanding of allergy information on foods in controlled, experimental studies. Method: Using 18 packaged foods, we evaluated consumer understanding of information about allergens in two experiments: First, a comparison of foods with no stated allergen versus allergen as a stated ingredient versus a precautionary allergen label (PAL); second, a comparison of three common variants of PAL. In each experiment, consumers with and without self-reported food allergy were asked to estimate the risk of allergic reaction and to rate the comprehensibility of the allergen information. In the second experiment, consumers were also asked which form of PAL they preferred. Results: Risk of reaction was assessed as high and low for foods with the allergen stated as ingredient, or without any mention of allergen. However, risk assessment for PAL varied and was judged as higher by non-allergic than allergic participants (82% vs. 58%, p <.001). Understanding of risk associated with PAL also varied by health literacy (p <.001). Both allergic and non-allergic consumers judged all forms of allergy information to be unclear, especially products with no allergy information for non-allergic consumers. Products with a ‘Produced in a Factory’ PAL were perceived as less risky than ‘May contain’ or ‘Traces of’ PALs (p <.001), less than 40% of participants judged PAL information to be comprehensible, and participants preferred ‘May contain’ over the other PALs. Conclusion: Both allergic and non-allergic consumers find allergen information difficult to interpret on packaged foods and misunderstand PAL, incorrectly distinguishing different risk levels for different PAL wording. Clearer allergy information guidelines are called for, and the use of only one PAL wording is recommended.

Het gaat niet goed met het tekstbegrip van de Nederlandse middelbare scholier. Eén waarschijnlijke verklaring hiervoor is dat het Nederlandse leesonderwijs vanuit wetenschappelijk oogpunt nogal verouderd is.

De didactisch-inhoudelijke aanpak van leestaken in leergangen is nogal verouderd. Welke alternatieven zijn er?

Observerend leren heeft vrij breed ingang gevonden in het schrijfonderwijs in het schoolvak Nederlands. In het leesonderwijs gebeurt het via modellen op expert-niveau: een docent doet leerlingen voor hoe hij een tekst al lezend begrijpt. Modellen op peerniveau, via het leesgedrag van leerlingen, lijkt nog sporadisch te gebeuren. In onze studie hebben we bij vwo-leerlingen onderzocht in hoeverre het proces achter diep tekstbegrip effectief kan worden onderwezen via oogbewegingsfilmpjes (EMME’s) van lezende leerlingen, teneinde het tekstbegrip te bevorderen. De deelnemers aan de EMME-lessenserie geven achteraf meer van diep begrip blijk dan de leerlingen die zelf teksten lazen en vragen maakten.

The purpose of this study is to determine how specific language mistakes can influence the assessment of a written work when a rubric is used. In this study 45 written works by Dutch 3rd and 5th year secondary school students of English were assessed by 5 different Dutch teachers of English who used the same rubric for their assessment. The results show that certain types of language mistakes have a significant negative correlation with the language category of the rubric, but also other (unrelated) aspects of the rubric such as structure and content. When examining the results for each group this significant correlation still exists, mostly for the group of 3rd year students. None of the mistakes had any predictive value on any of the rubric categories besides language, but certain types of language mistakes seem to have a higher impact on the score for language. Three types of language mistakes, namely: spelling, verb tenses, and usage mistakes had a significant predictive value for the language score, but when taking into account the average amount of mistakes made of these types, the difference it would make would be relatively low.

The purpose of this study is to determine how specific language mistakes can influence the assessment of a written work when a rubric is used. In this study 45 written works by Dutch 3rd and 5th year secondary school students of English were assessed by 5 different Dutch teachers of English who used the same rubric for their assessment. The results show that certain types of language mistakes have a significant negative correlation with the language category of the rubric, but also other (unrelated) aspects of the rubric such as structure and content. When examining the results for each group this significant correlation still exists, mostly for the group of 3rd year students. None of the mistakes had any predictive value on any of the rubric categories besides language, but certain types of language mistakes seem to have a higher impact on the score for language. Three types of language mistakes, namely: spelling, verb tenses, and usage mistakes had a significant predictive value for the language score, but when taking into account the average amount of mistakes made of these types, the difference it would make would be relatively low.