Assessing Writing Apr 2024 Open Access

Assessing writing and spelling interest and self-beliefs: Does the type of pictorial support affect first and third graders’ responses?

Aline Alves-Wold University of Stavanger ; Bente Rigmor Walgermo University of Stavanger ; Njål Foldnes University of Stavanger

Abstract

An array of pictorial supports (e.g., emojis, geometrical figures, animals) is often used in studies assessing young students’ writing motivation with Likert scales. However, although these images may influence the students’ responses, sufficient rationales for these choices are often absent from the studies. To the best of our knowledge, the present study is the first to investigate two different types of pictorial support (circles vs. faces) in Likert scales assessing first and third graders’ writing interest, self-concept, and spelling interest and self-efficacy. The samples consist of 2197 first graders (mean age 6.8 years) and 1740 third graders (mean age 8.4 years). Results show statistically significant differences among the scales indicating that when face-scales are used, first-graders skip motivation items more often, and students in both grades avoid the minimum values of the scale more often. Gender differences are also found indicating that when face-scales are used, boys in third grade avoid maximum values more often, and girls in both grades avoid the minimum values more often. These findings suggest that the use of circle-scales compared to face-scales seem more appropriate in scales measuring young students’ writing and spelling interest and self-beliefs.

Journal
Assessing Writing
Published
2024-04-01
DOI
10.1016/j.asw.2024.100833
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Open Access
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