Question 1: [Educational Assessment Domain]StudyYearAssessment methodAverage improvement scoreChen et al.2022portfolio-based evaluation12-18 pointsRod...
GMAT Information and Ideas : (Ideas) Questions
| Study | Year | Assessment method | Average improvement score |
|---|---|---|---|
| Chen et al. | 2022 | portfolio-based evaluation | 12-18 points |
| Rodriguez & Kim | 2021 | standardized testing | 45-52 points |
| Thompson | 2020 | peer assessment | 8-15 points |
| Davis & Walsh | 2023 | portfolio-based evaluation | 10-19 points |
Educational researchers have long debated the most effective methods for measuring student learning gains in writing programs. Different assessment approaches often yield notably different conclusions about program effectiveness, and education specialists Maria Santos and David Chen have argued that the choice of evaluation method may substantially influence the measured outcomes of any given writing intervention.
Which choice best describes data from the table that demonstrate Santos and Chen's argument?
Studies using portfolio-based evaluation by Chen et al. and Davis & Walsh produced similar improvement scores, while studies using standardized testing and peer assessment each yielded substantially different results from any other approach.
Rodriguez & Kim used standardized testing and recorded the highest average improvement scores, reaching a maximum of 52 points compared to other studies.
The research by Thompson employed peer assessment methodology and produced improvement scores ranging from 8 to 15 points across the student population.
Chen et al. achieved higher maximum scores than Davis & Walsh despite both research teams using identical portfolio-based evaluation methods.
Looking at this Command of Evidence question, I need to find data that demonstrates Santos and Chen's argument about assessment methods influencing outcomes.
Step 1: Decode and Map the Passage
Part A: Passage Analysis Table
| Text from Passage | Analysis |
|---|---|
| "Educational researchers have long debated the most effective methods for measuring student learning gains in writing programs." |
|
| "Different assessment approaches often yield notably different conclusions about program effectiveness," |
|
| "and education specialists Maria Santos and David Chen have argued that the choice of evaluation method may substantially influence the measured outcomes of any given writing intervention." |
|
Table Data Analysis:
- Portfolio-based evaluation: Chen et al. (12-18 points), Davis & Walsh (10-19 points)
- Standardized testing: Rodriguez & Kim (45-52 points)
- Peer assessment: Thompson (8-15 points)
Part B: Passage Architecture & Core Elements
Main Point: Santos and Chen argue that the choice of assessment method significantly affects the measured outcomes of writing interventions.
Step 2: Interpret the Question Precisely
This is a fill-in-the-blank question asking us to choose the best logical connector. The answer must create the right relationship between what comes before and after the blank.
Step 3: Prethink the Answer
- Santos and Chen argued that assessment method choice substantially influences outcomes
- The correct answer should show us data where different assessment methods produce notably different results
- This demonstrates that the method itself is what's driving the variation in outcomes
Studies using portfolio-based evaluation by Chen et al. and Davis & Walsh produced similar improvement scores, while studies using standardized testing and peer assessment each yielded substantially different results from any other approach.
- Shows portfolio-based studies produced similar, overlapping score ranges while standardized testing and peer assessment each yielded substantially different results from other approaches
- This perfectly demonstrates Santos and Chen's argument - same method yields similar results, different methods yield different results
Rodriguez & Kim used standardized testing and recorded the highest average improvement scores, reaching a maximum of 52 points compared to other studies.
- Simply states that Rodriguez & Kim achieved the highest scores with standardized testing
- Doesn't make comparisons between different assessment methods or demonstrate that method choice influences outcomes
The research by Thompson employed peer assessment methodology and produced improvement scores ranging from 8 to 15 points across the student population.
- Only describes Thompson's peer assessment results in isolation
- Makes no comparisons to show how different methods affect outcomes
Chen et al. achieved higher maximum scores than Davis & Walsh despite both research teams using identical portfolio-based evaluation methods.
- Compares two studies that used the same portfolio-based method
- Shows variation within the same method rather than between different methods