Relevant bibliographies by topics / Assessing writing

Academic literature on the topic 'Assessing writing'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Assessing writing"

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Kroll, Barbara. "Assessing Writing Abilities." Annual Review of Applied Linguistics 18 (March 1998): 219–40. http://dx.doi.org/10.1017/s0267190500003561.

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Like so many other aspects of language analysis, assessing the writing abilities of non-native English speakers (NNES) becomes an increasingly complex issue as one explores both its root meaning and its current uses; this complexity can be traced, in part, to the recognition that writing abilities develop in interaction with other language skills. In this volume, various chapters have narrowed, if artificially, the area of investigation by providing for a separate consideration of assessment as applied to each of the four language skills; clearly assessment of language proficiency as a total package also is of great concern in academic contexts, especially where NNES students are concerned (see also Resources in Language Testing website).
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Greenberg, Karen L., Hunter M. Breland, Roberta Camp, Robert J. Jones, Margaret M. Morris, and Donald A. Rock. "Assessing Writing Skill." College Composition and Communication 39, no. 4 (December 1988): 478. http://dx.doi.org/10.2307/357705.

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Hackett, S. "Review: Assessing Writing." ELT Journal 58, no. 1 (January 1, 2004): 91–93. http://dx.doi.org/10.1093/elt/58.1.91.

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Elliot, Norbert, and David M. Williamson. "Assessing Writing special issue: Assessing writing with automated scoring systems." Assessing Writing 18, no. 1 (January 2013): 1–6. http://dx.doi.org/10.1016/j.asw.2012.11.002.

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Schultz, Jean-Marie, and Edward M. White. "Teaching and Assessing Writing." Modern Language Journal 80, no. 2 (1996): 240. http://dx.doi.org/10.2307/328649.

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Karcher, Barbara, and E. M. White. "Teaching and Assessing Writing." Teaching Sociology 14, no. 4 (October 1986): 310. http://dx.doi.org/10.2307/1318400.

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Weldon, Fay. "On Assessing Creative Writing." New Writing 6, no. 3 (November 2009): 168–74. http://dx.doi.org/10.1080/14790720903556734.

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Brossell, Gordon, and Edward M. White. "Teaching and Assessing Writing." College Composition and Communication 37, no. 3 (October 1986): 354. http://dx.doi.org/10.2307/358057.

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Kolb, Kenneth H., Kyle C. Longest, and Mollie J. Jensen. "Assessing the Writing Process." Teaching Sociology 41, no. 1 (July 10, 2012): 20–31. http://dx.doi.org/10.1177/0092055x12448777.

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Antia, Bassey E., and Richard A. Kamai. "Writing biology, assessing biology." Terminology 22, no. 2 (December 31, 2016): 201–22. http://dx.doi.org/10.1075/term.22.2.03ant.

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There has been substantial research into terminology as an issue in learning science, especially against the backdrop of concerns over school literacy in science and as sometimes reflected in the poor performance of high school students in assessment tasks. Relevant research has emphasized issues such as lexical load, complexity and metaphor. Variation in the use of terminology has, however, been relatively under researched, although there is evidence that terminology use does vary within and across high school textbooks of science. Drawing on an eclectic theoretical framework comprising transitivity analysis (Halliday 1994), legitimation code theory semantics (Maton 2013a), and the context-specific term model (Gerzymisch-Arbogast 2008), this article identifies and classifies variations in the terminology employed in three high school textbooks of biology in Nigeria. It then determines what impact assessment tasks which use terms that differ from those employed in students’ study materials have on students. Examples are found of variant terminology impeding science literacy and task performance, even though there is reason to suspect such variation might in fact have been leveraged to enhance cognition.
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Dissertations / Theses on the topic "Assessing writing"

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Lama, Prabin Tshering. "Assessing the Impact of Writing Centers on Student Writing." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/82954.

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This study assesses the influence of writing center tutorials on student writing and presents tutoring best practices. Writing center scholars have emphasized the need for evidence-based studies to understand how one-on-one tutorials influence student writing practices. After examining twenty tutorial recordings along with their pre-and post-intervention drafts in two state universities (ten in each university), the author traced the influence of writing center tutorials on students' post-session revisions and identified tutoring best practices. The findings show that all the twenty students included in the study followed up on the issues addressed in their tutorials, in some form or the other, in their post-session drafts. In terms of tutoring strategies, the findings revealed that although most of the tutors in the study could identify and speak about global concerns (i.e. development, structure, purpose, audience), many lacked specific strategies to address these concerns effectively. To address this concern, this study identifies tutoring best practices related to global concerns. Furthermore, the findings also revealed that the tutors faced challenges navigating the directive/non-directive continuum of tutoring. To address this concern, this study presents tutoring best practices to demonstrate how tutors can shift flexible between directive and non-directive strategies during a session.
Ph. D.
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Hutchison, Allison Brooke. "Assessing the Feasibility of Online Writing Support for Technical Writing Students." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/90375.

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This dissertation unites two seemingly unrelated fields, writing centers and technical writing, to study the feasibility of creating an online technical writing resource. Despite prolonged attention to multiliteracies and collaboration in both subfields, writing centers and technical writing do not commonly implicate one another in their shared mission of shaping students to become savvy writers with an awareness of rhetorical concepts and situations. This dissertation establishes how complementary these two fields are based upon their shared pedagogies of collaboration and multiliteracies. I suggest that a service design approach is beneficial to writing center research. Similarly, the technical writing field has little research and scholarship dedicated specifically to online writing instruction and pedagogy. Historically, writing centers have served students from all disciplines, but research demonstrates the effectiveness of specialist over generalist writing support. Taking a specialist perspective, I use service design methodology to gather input from student and instructor stakeholders about how online writing tutoring and web resources can address their needs. Using survey and interview data, I designed and piloted an online tutoring service for students enrolled in the Technical Writing service course at Virginia Tech. In student and instructor surveys, participants reported that they were highly unlikely to use online tutoring sessions but were more likely to use a course-specific website. Additionally, student interviews revealed that the Writing Center is not necessarily a highly-used resource, especially for upper-level students. Instructor interviewees indicated some misunderstandings and limited views of the Writing Center's mission. Nevertheless, a small number of participants in both groups spoke to a need for specialized tutoring in the Technical Writing course. In terms of feasibility, integration of online services for this course poses the greatest challenge because it relates to the amount of change needed to successfully integrate online tutoring or web resources into the curriculum. With some attention to how OWLs and synchronous online tutoring can be an asset to teaching technical writing online, I argue that the pilot project described in this study is relatively feasible.
Doctor of Philosophy
A feasibility study addresses whether or not an idea or plan is good. In the case of this dissertation, the idea is whether or not to offer online writing services—such as tutoring and a repository website—to students enrolled in Technical Writing at Virginia Tech. In order to study the feasibility of this plan, I first argue for bringing together the fields of writing centers and technical writing. Two strong reasons for uniting these fields are based upon their shared methods and practices of teaching collaboration and multiliteracies. Multiliteracies in this dissertation refers to critical, functional, and rhetorical computer literacies; each literacy is important for Technical Writing students to develop as they enter their future careers. Historically, writing centers are places on a college or university campus where students from all disciplines can go for tutoring; this is known as the generalist approach to writing tutoring. However, research demonstrates the effectiveness of a specialist approach—where a tutor is familiar with a student’s discipline—to writing tutoring over generalist writing support. Therefore, I take a specialist perspective in this study. I use service design system of methods to gather input from student and instructor stakeholders about how online writing tutoring and web resources can address their needs. Service design is commonly used in the service economy, such as restaurants and hotels, in order to design or redesign services. In particular, service design focuses on people and their needs. Using survey and interview data, I designed and piloted an online tutoring service and a website for students enrolled in the Technical Writing service course at Virginia Tech. In student and instructor surveys, participants reported that they were highly unlikely to use online tutoring sessions but were more likely to use a course-specific website. Additionally, student interviews revealed that the Writing Center at Virginia Tech is not necessarily a highly-used resource, especially for upper-level students. Instructor interviewees indicated some misunderstandings and limited views of the Writing Center’s mission. Nevertheless, a small number of participants in both groups spoke to a need for specialized tutoring in the Technical Writing course. In terms of feasibility, integration of online services for this course poses the greatest challenge because it relates to the amount of change needed to successfully integrate online tutoring or web resources into the curriculum. With some attention to how online writing labs and synchronous online tutoring can be an asset to teaching technical writing online, I argue that the pilot project described in this study is relatively feasible.
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Pearson, Eden F. "Assessing writing through reflection a qualitative inquiry /." [Ames, Iowa : Iowa State University], 2007.

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Weitzel, Larry. "Assessing business writing: An examination of scoring methods, writing sample complexity, and rating variability." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1750.

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Oliver, Cynthia Catherine. "Technical writing, assessing curriculum and improvement rates for adult learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ49150.pdf.

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Oliver, Cynthia Catherine, and University of Lethbridge Faculty of Education. "Technical writing : assessing curriculum and improvement rates for adult learners." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000, 2000. http://hdl.handle.net/10133/108.

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The purpose of this study was to determine if adult students at the College of the Rockies improved in their ability to write technical English after having studied specifically developed curriculum. The research was conducted during the winter semester (January to April 1999) at the Cranbrook, BC campus. Curriculum for the course Technical and Professional Writing 091 was developed as a project for the Centre for Curriculum, Transfer and Technology, an arm of the post-secondary education division of the government of the Province of British Columbia. Four of the units, Direct Requests, Bad News Messages, Persuasive Writing, and Reports and Proposals were tested out in the Cranbrook class via pre and posttesting of the students. As well, field observations and interviews formed an integral component of the study. The final data analysis overall improvement in the learners' ability to write technical English; in addition, each curriculum unit was scrutinized for improvement rates. Recommendations were made for further areas of study and research needed in this discipline.
ix, 81 leaves ; 29 cm.
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Veldtman, Helga Delene. "Assessing laboratory report writing skills of first entering bachelor of science students." Thesis, University of Limpopo, 2020. http://hdl.handle.net/10386/3401.

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Thesis (M. A. (English Studies)) --University of Limpopo, 2020
Conventional laboratory report writing skills present an enormous challenge to first entering science students including the Bachelor of Science (BSc) students at Sefako Makgatho Health Sciences University (SMHSU). First entering students are expected to meet essential tertiary discourse requirements and standards consistent with their scientific community. The purpose of this study was to explore how content lecturers in cognate departments assess laboratory report writing skills of first entering BSc students. The research design was exploratory and a mixed approach was used. Students sat for a criterion-referenced test and interviews were conducted with content lecturers to collect data; quantitative basic statistical interrogation of the basic data points and post interview analysis were performed. Some of the key findings of this exploration was that most first entering BSc students are in a dire situation regarding the laboratory report writing genre; they are unable to communicate comprehensive and intelligible information in the written laboratory reports. Thus, content lecturers and English language lecturers from the Department of Language Proficiency (DLP) need to strategically collaborate in order to improve the performance of first entering BSc students.
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Kasim, Varli A. "A study into English language teaching in Turkey : assessing competencies in speaking and writing." Thesis, University of Bristol, 2001. http://hdl.handle.net/1983/95ebbfd5-cc06-4f8f-9062-1f1f3a032543.

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Albertson, Luann R. "A cognitive-behavioral intervention study : assessing the effects of strategy instruction on story writing /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7710.

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Draper, Matthew. "The write rationale : teaching and assessing writing in English home language in the senior phase." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14154.

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The National Curriculum Statement is the most substantive document framing how English teachers are expected to teach writing in English Home Language in the Senior Phase. However, when its implicit pedagogy is evaluated according to what five decades of research and theory have confirmed as best practice, it is found wanting. This is largely due to its foundation in outcomes-based education, an educational philosophy that asserts that all meaningful learning can and must be expressed in objective, measurable terms. This positivist assumption is intrinsically at odds with how writing should be taught. Writing is both imaginative and social. Writing is imaginative in that it draws on non-rational faculties such as intuition, aesthetic sensibility and discernment as much as - if not more than - rational logical thought; writing resists reduction to measurable components. Writing is social in that to teach writing is to introduce and integrate student writers into a broader community of writers and writing. A content-driven writing pedagogy does not support the high level of interaction required between student and teacher. An alternative writing curriculum is proposed here, one that is based upon the best thinking and practice to emerge out of a long and continuing debate about how to teach writing.
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Books on the topic "Assessing writing"

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Assessing writing. Cambridge: Cambridge University Press, 2009.

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Teaching and assessing writing. San Francisco: Jossey-Bass Publishers, 1985.

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Rebecca, Sanchez, ed. Assessing writing across the curriculum. Durham, N.C: Carolina Academic Press, 2001.

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Shaw, Stuart D. Examining writing: Research and practice in assessing second language writing. New York: Cambridge University Press, 2007.

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Lumley, Tom. Assessing second language writing: The rater's perspective. New York: P. Lang, 2006.

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Gunning, Thomas G. Assessing and correcting reading and writing difficulties. 2nd ed. Boston: Allyn and Bacon, 2002.

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Gunning, Thomas G. Assessing and correcting reading and writing difficulties. 3rd ed. Boston, MA: Pearson/Allyn And Bacon, 2006.

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Gunning, Thomas G. Assessing and correcting reading and writing difficulties. Boston: Allyn and Bacon, 1998.

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The author's profile: Assessing writing in context. York, Me: Stenhouse Publishers, 1998.

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Liz, Hamp-Lyons, ed. Assessing second language writing in academic contexts. Norwood, N.J: Ablex Pub. Corp., 1991.

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Book chapters on the topic "Assessing writing"

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Johnson, Kathryn L., and Pamela V. Westkott. "Assessing Writing." In Writing Like Writers, 245–60. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239642-7.

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Knoch, Ute. "Assessing writing." In The Routledge Handbook of Language Testing, 236–53. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003220756-19.

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Scull, Janet. "Assessing writing." In Understanding and Supporting Young Writers from Birth to 8, 165–88. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315561301-9.

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Mei, Yi. "Assessing Second Language Writing." In Global Perspectives on Language Assessment, 47–62. Routledge : New York, NY, 2019. | Series: Global research on teaching and learning English series ; volume 6: Routledge, 2019. http://dx.doi.org/10.4324/9780429437922-4.

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Haines, Catherine. "Developing writing skills with your students." In Assessing Students’ Written Work, 97–111. 2nd ed. Second edition. | Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Key guides for effective teaching in higher education: Routledge, 2021. http://dx.doi.org/10.4324/9780429329593-8.

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Murphy, Sandra, and Peggy O’Neill. "Redesigning and renovating writing assessment." In Assessing Writing to Support Learning, 148–80. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003296140-5.

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Baines, Lawrence. "Assessing Writing While Maintaining Sanity." In Project-Based Writing in Science, 19–26. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-671-4_2.

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Murphy, Sandra, and Peggy O’Neill. "An ecological approach to writing assessment." In Assessing Writing to Support Learning, 181–94. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003296140-6.

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Tout, Dave, and Jim Spithill. "The Challenges and Complexities of Writing Items to Test Mathematical Literacy." In Assessing Mathematical Literacy, 145–71. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10121-7_7.

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Murphy, Sandra, and Peggy O’Neill. "What do assessment concepts tell us about the limitations of traditional approaches to the large-scale assessment of writing?" In Assessing Writing to Support Learning, 26–54. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003296140-2.

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Conference papers on the topic "Assessing writing"

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Earley, Mark. "Comprehensive writing assessments in introductory statistics." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07602.

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Creating assessments for introductory statistics courses is not easy, particularly when the goal is to evaluate students’ conceptual understanding of statistical concepts. “Understanding” is difficult to measure, but we do know it involves more than just memorization of facts or blindly carrying out mechanical data analysis procedures. This paper presents a framework for developing an assessment system in introductory statistics culminating in a series of comprehensive writing assessments that evaluate students’ understandings of larger statistical concepts such as distribution and variability. The purpose of this paper is to help current and future instructors evaluate the assessment systems of their courses, where students are typically most concerned. I will discuss essays on two topics (distribution and variability) from my own introductory statistics course. In these essays, students reflect upon what they have learned, explain it to someone else, and generate examples to support their explanations. This discussion includes how I developed the assessment, how I incorporate it into the overall course structure, and student reactions to the assessment. Excerpts from over 300 student essays highlight (a) how the students reveal their conceptual understandings through writing, (b) common misunderstandings that emerge, and (c) ways I have adapted my course to better develop students’ understandings of these concepts.
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Imbos, Tjaart. "Thoughts about the development of tools for cognitive diagnosis of students’ writings in an e-learning environment." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07604.

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Students can be stimulated to become active learners using a tool for active writing. In our university we developed such a tool: POLARIS. Active writings of students about statistical concepts are valuable for the students and the teacher. In their writings students show their understanding of statistical topics. The problem then is how to interpret the writings of students in relation to their proficiency in statistics. Advances in cognitive psychology have extended our understanding of students’ learning and broadened the range of performances that can be used to acquire evidence about the developing abilities of the students. Furthermore advanced technology has made it possible to capture complex performances of students in assessment settings. In this paper the advances in both domains will be explored in order to propose a system to monitor and diagnose students’ on going learning.
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Weldon, Larry. "Assessment of a writing course in statistics." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07605.

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Several researchers have recommended the inclusion of writing exercises in statistics courses. This paper describes the initiation of a course designed to provide statistics students with experience in writing about statistics ideas and results. The curriculum for the new course specifies the procedure for the course, but leaves the statistics content open. Assessment of an "experience" course like this is quite different from assessment of a "statistical techniques" course. A principal aim of the course is to improve students' ability to explain statistical techniques verbally. The process of verbalization is helpful in promoting a deeper understanding of techniques already introduced in earlier courses. This paper describes the strategies used to adapt assessment to this new kind of statistics course. A protocol for marking revised reports as well as checking for authorship is described, as are the component weightings for student grades in the course.
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Barry, Phillip, Mia Minnes, and Stephanie R. Taylor. "Assessing Writing in CS." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3287544.

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Biehler, Rolf. "Assessing students’ statistical competence by means of written reports and project work." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07601.

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As part of the assessment after an introductory statistics course, students had to do a small pro- ject and submit a written report describing their methods, results and conclusions. We supported the report writing and the project work by several means. Among others, we devel- oped an „exemplary project report” they were introduced to. This project report was written in two columns. In the first column the report about a question concerning a data set is with our best knowledge, in the accompanying second column, we reflect on the choices and options to be made in the respective stages of the report. The aim is to stimulate meta-cognitive activity and to help the students seeing the general in the particular of the exemplary report. We got several dozens of project reports and analyzed them carefully. We developed a grading scheme with several dimensions, including the quality of introductory and concluding sections, the quality of method choice and the quality of analysis and conclusions. We did not only pay at- tention to statistical quality but also to questions of style of writing such as whether the project question is introduced in a motivating manner and whether clear and convincing conclusions are presented to the reader with good communicative means including adequate graphs. The grading scheme was used to provide feed-back to the students. On the other hand we used this scheme for a systematic analysis of the available project reports. Weaknesses and strengths, most difficult areas for our students were identified and we were able to reflect on the adequacy and the shortcomings of our guiding “exemplary report” and our grading scheme.
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Maryono, I., Rahayu Kariadinata, T. K. Rachmawati, and I. Nuraida. "Assessing Students’ Conviction in Writing Mathematical Proofs." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007097903410344.

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Mather, Nazarana. "ASSESSING LEARNERS’ WRITING DEVELOPMENT: THE ROLE OF FORMATIVE FEEDBACK IN THE WRITING PROCESS." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1712.

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Bérešová, Jana. "THE IMPORTANCE OF OBJECTIVITY IN ASSESSING WRITING SKILLS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1093.

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Zulkifli, Nur Aisyah, Mukaiyar Mukaiyar, Hermawati Syarif, and Yenni Rozimela. "Challenges In Assessing Students’ Writing For Future Instruction." In Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icla-18.2019.117.

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Cochran, Geraldine L., David T. Brookes, and Laird H. Kramer. "A framework for assessing learning assistants' reflective writing assignments." In 2012 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2013. http://dx.doi.org/10.1063/1.4789640.

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Reports on the topic "Assessing writing"

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Romova, Zina, and Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, September 2015. http://dx.doi.org/10.34074/rsrp.42015.

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In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2004). We consider the value of multi-drafting, where learners reflect on the learning of a text type characteristic of the students’ future imagined community. We explore Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15). Introduced by a discussion of how theoretical perspectives on learning and assessing writing engage with portfolio production, the study presented here outlines a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing [AW] at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, which was transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). Students identified a range of advantages of teaching and learning AW by portfolio. One of the identified benefits was that the selected text types within the programme were perceived as useful to the students’ immediate futures. This careful choice of target genre was reflected in the overall value of the programme for these learners.
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