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Examining Writing: Research and Practice in Assessing Second Language Writing (Studies in Language Testing 26)

Published on Jan 1, 2008
Stuart D. Shaw2
Estimated H-index: 2
,
Cyril J. Weir14
Estimated H-index: 14
Abstract
  • References (3)
  • Citations (7)
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References3
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#1Norman VerhelstH-Index: 3
#2Piet Van AvermaetH-Index: 14
Last. Brian NorthH-Index: 4
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#1Penelope A. McKay (OU: Open University)H-Index: 6
In this book the author builds a comprehensive framework for the assessment of young language learners in both foreign language and second language learning situations. She begins by considering why we need a special book on young learner assessment, and describes the nature of young learner language learning. The assessment approach is task-based and is centred around tasks and techniques suitable for young learners, with particular emphasis on classroom assessment. Oral language assessment, an...
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#1Scott Jarvis (OU: Ohio University)H-Index: 20
#2Leslie Grant (CMU: Central Michigan University)H-Index: 7
Last. Dana R. Ferris (CSUS: California State University, Sacramento)H-Index: 24
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Abstract Recent research has come a long way in describing the linguistic features of large samples of written texts, although a satisfactory description of L2 writing remains problematic. Even when variables such as proficiency, language background, topic, and audience have been controlled, straightforward predictive relationships between linguistic variables and quality ratings have remained elusive, and perhaps they always will. We propose a different approach. Rather than assuming a linear r...
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#1Sathena Hiu Chong Chan (University of Bedfordshire)H-Index: 3
Background Integrated reading-into-writing tasks are increasingly used in large-scale language proficiency tests. Such tasks are said to possess higher authenticity as they reflect real-life writing conditions better than independent, writing-only tasks. However, to effectively define the reading-into-writing construct, more empirical evidence regarding how writers compose from sources both in real-life and under test conditions is urgently needed. Most previous process studies used think aloud ...
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#1Fahima Mohamed Bannur (UiTM: Universiti Teknologi MARA)
#2Saidatul Akmar Zainal Abidin (UiTM: Universiti Teknologi MARA)H-Index: 1
Last. Asiah Jamil (UiTM: Universiti Teknologi MARA)H-Index: 1
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Validating language tests have not yet received sufficient attention from researchers and language teaching professionals in many universities. Students at universities need specific sets of language skills for success in their educational study and future careers. Such skills can be found in English for Specific Purpose (ESP) courses where English is tested within a specific context, such as Engineering in the sciences and Law in the social sciences. The focus on the validity event for testing ...
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#1Hang Li (ZJU: Zhejiang University)H-Index: 1
#2Lianzhen He (ZJU: Zhejiang University)H-Index: 2
This study used think-aloud protocols to compare essay-rating processes across holistic and analytic rating scales in the context of China’s College English Test Band 6 (CET-6). A group of 9 experienced CET-6 raters scored the same batch of 10 CET-6 essays produced in an operational CET-6 administration twice, using both the CET-6 holistic essay-rating scale and an analytic rating scale designed specifically for the study, while providing think-aloud protocols. The findings indicated that import...
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#1Karien Hattingh (NWU: North-West University)H-Index: 1
#2Johann L. Van der Walt (NWU: North-West University)H-Index: 4
This article describes an empirical procedure for developing and validating a rating scale for assessing essays in English as a second language. The study was motivated by a concern for the validity of the scoring grid currently used to assess ESL essay writing at Grade 12 in the final end-of-year examination in South Africa. Following an argument-based validation framework based on the work of Kane, we describe the development, trialling and revision of a rating scale. An empirical procedure, b...
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#1Johann L. Van der Walt (NWU: North-West University)H-Index: 4
#2Faans Steyn (NWU: North-West University)H-Index: 6
Validity and reliability have traditionally been regarded as the basic criteria which any language test should satisfy. The issue of reliability has received most of the attention, because it is easily determined through statistical analysis, especially in tests consisting of dichotomously scored items. However, validity has recently emerged as a most important consideration in developing and evaluating language tests.
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