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Journal articles on the topic 'Assessing writing'

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Published: 10 December 2022

Last updated: 28 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Laubach, Susan B. "Teaching and assessing writing." Evaluation Practice 17, no. 1 (December 1996): 99–100. http://dx.doi.org/10.1016/s0886-1633(96)90048-3.

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12

Li, Yili. "Assessing Second Language Writing." ITL - International Journal of Applied Linguistics 127-128 (January 1, 2000): 37–51. http://dx.doi.org/10.1075/itl.127-128.02li.

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Abstract This article examines the relationship between two kinds of methods used to assess the quality of second language writing : 1) objective computerised text analysis focusing on the linguistic features of written texts, and 2) subjective evaluation performed by human raters using a combination of holistic and analytical scoring procedures. In particular, it attempts to explore the potentials and possible limitations of using computerised programs as research tools in second language writing research. The written sample consisted of a total of 132 short essays written b y ESL students enrolled in various academic programs at an American university. The first method used computerized programs to assess the written texts in terms of syntactic complexity, lexical complexity and grammatical accuracy, whereas in the second method, two ESL raters evaluated the same sample of texts by first assigning a holistic score to each piece of writing, then applying an analytical scheme to assess linguistic features at the syntactic, lexical and grammatical level as well as textual and rhetorical features at the discourse level. A series of correlation analyses were performed using the scores obtained from these two kinds of assessment procedures at the correspondent levels. The results show that a significant correlation was consistently found between these two kinds of scores at the level of grammatical accuracy, yet n o significant correlation was found in any of the other categories. The results also indicate a high level of internal consistency in t he computerized analysis.

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13

Frawley, Emily, and Larissa McLean Davies. "Assessing the field." English Teaching: Practice & Critique 14, no. 2 (September 7, 2015): 83–99. http://dx.doi.org/10.1108/etpc-01-2015-0001.

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Purpose – The purpose of this paper is to explore the interface between high-stakes testing, disciplinary knowledge and teachers’ pedagogy in English. The most prevalent standardized assessment form in the current Australian context is the National Assessment Program for Literacy and Numeracy (NAPLAN) undertaken each year by students in Years 3, 5, 7 and 9 in all Australian States and Territories. Understood in the context of the Global Educational Reform Movement (GERM) (Sahlberg, 2011, pp. 100-101) – the NAPLAN tests serve as a bi-partisan governmental response to a perceived need to improve the quality of teachers and schools in Australia. Design/methodology/approach – The authors draw on the key sociological constructs of Pierre Bourdieu (1995) to analyze the ways in which the writing component of the suite of NAPLAN tests serves to legitimize and idealize particular kinds of writing, writers and teachers of writing. Findings – The authors suggest that in the absence of current literacy policy and curriculum instability, this national test shapes the literacy field, influencing the direction of writing practices and pedagogy, and, therefore, subject English itself, in Australian classrooms. Originality/value – This assessment intervention is considered in the context of the history of writing, and addresses accordingly fundamental questions concerning the changing nature of the writing/writerly field, the impact of assessment on teachers’ conceptions of disciplinarity and pedagogical content knowledge and students’ experiences of writing and thinking in subject English.

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14

Van Gilder, Jennifer P., and Sherry L. Street-Tobin. "Supervision: Assessing Diagnostic Report Writing." Perspectives on Administration and Supervision 21, no. 3 (October 2011): 103–11. http://dx.doi.org/10.1044/aas21.3.103.

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One of the most time-consuming tasks for clinical educators is reading and editing first drafts of clinical reports prepared by students. Clinical educators at Appalachian State University (ASU) devised a tool that would make this task more efficient for clinical educators without sacrificing student learning. In the fall of 2008, the authors participated in a workshop series about using rubrics for student assessment. Participants from across the university were asked to bring existing rubrics to revise or be prepared to develop new rubrics. We modified an existing general tool into a five-level rubric specific to diagnostic reports, with detailed examples and explanations for each level, a qualitative rating scale, and a quantitative rating scale. After using the rubric for two semesters, we determined that the rubric feedback was of benefit to the students, who were consequently better able to discuss their individual writing strengths and weaknesses. The question remains whether the benefit to the students outweighs the amount of time required for the clinical educators to complete the rubric.

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15

Varner, Iris I., and Paula J. Pomerenke. "Assessing Competency in Business Writing." Business Communication Quarterly 61, no. 4 (December 1998): 83–91. http://dx.doi.org/10.1177/108056999806100410.

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Assessing the level of improvement of students' writing competency during a semester is becoming increasingly important for business communication instructors. When conducting an assessment, instructors need to be aware of issues that will affect reliability and validity. They need to develop cleargoals at the beginning; for example, good assessment strives to improve instruction and to develop students' communication skills. Because different schools have different missions and operate in different environments, a custom-made instrument will ensure that the assessment fits the local conditions. Before con ducting the assessment, the instrument needs to be validated for specific use, and scorers must be trained in holistic scoring to reach an overall assessment.

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16

Davis, Laurie Laughlin, Aline Orr, Xiaojing Kong, and Chow-Hong Lin. "Assessing Student Writing on Tablets." Educational Assessment 20, no. 3 (July 3, 2015): 180–98. http://dx.doi.org/10.1080/10627197.2015.1061426.

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17

Hosne, Ana Carolina. "Assessing Indigenous Forms of Writing." Journal of Jesuit Studies 1, no. 2 (March 12, 2014): 177–91. http://dx.doi.org/10.1163/22141332-00102002.

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In this article, the Jesuit José de Acosta’s interest in Andean quipus is analyzed as it evolved throughout his works, beginning in the preface of De procuranda indorum salute (1588) and reaching a point of arrival in his Historia natural y moral de las Indias (1590). In De procuranda, Acosta established different categories of “barbaric nations,” placing the Indians from Mexico and Peru after the Chinese and Japanese. The latter belonged to the first category of “barbaric nations” because of their judgement, a stable republic, laws, fortified cities, and—most importantly in Acosta’s eyes—use and knowledge of letters. In the Historia Acosta resumed aspects of this classification, with a focus on letters—or the lack of them—and writing, bringing China to the forefront. The difference with De procuranda was that Acosta’s Historia fed on fresh information from the first Jesuits to establish a mission in China, Michele Ruggieri (1543–1607) and Matteo Ricci (1552–1640), which invigorated Acosta’s analysis of letters, writing, and all that in his view could not be considered “letters” or “writing.” In the first section of this article, Acosta’s views on Andean quipus are analyzed, based mainly on his experience in the Peru mission. In the second section, focus shifts to Acosta’s analysis of letters and writing, especially in his Historia, in which China played a preeminent role, bringing out interesting points of comparison with the Andean quipus. In the conclusion, are reflections on Acosta’s own view of indigenous forms of writing in contrast with alphabetic script.

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18

Hamp-Lyons, Liz. "Assessing Writing is going quarterly." Assessing Writing 15, no. 3 (January 2010): 132. http://dx.doi.org/10.1016/j.asw.2010.09.003.

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19

Barnett, Janet Heine. "ASSESSING STUDENT UNDERSTANDING THROUGH WRITING." PRIMUS 6, no. 1 (January 1996): 77–86. http://dx.doi.org/10.1080/10511979608965811.

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20

Greenberg, Karen L. "Assessing writing: Theory and practice." New Directions for Teaching and Learning 1988, no. 34 (1988): 47–59. http://dx.doi.org/10.1002/tl.37219883406.

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21

Huot, Brian. "An introduction to assessing writing." Assessing Writing 1, no. 1 (January 1994): 1–9. http://dx.doi.org/10.1016/1075-2935(94)90002-7.

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22

Beach, Richard. "Demonstrating Techniques for Assessing Writing in the Writing Conference." College Composition and Communication 37, no. 1 (February 1986): 56. http://dx.doi.org/10.2307/357382.

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23

Tajgozari, Mostafa, and Zahra Alimorad. "Examining the Possible Effects of (mis)matches between EFL Teachers’ and Students’ Perceptions of L2 Writing Assessment on Students’ Writing Achievement Scores." Khazar Journal of Humanities and Social Sciences 22, no. 4 (December 2019): 128–45. http://dx.doi.org/10.5782/2223-2621.2019.22.4.128.

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The present mixed-methods study intended to explore Iranian EFL teachers’ and students’ perceptions of assessment of students’ written performance and the effect of any possible (mis)matches on students' achievement. To these aims, a convenient sample of teachers (N=5) and students (N=30) from different classes and institutes in Iran was recruited to participate in the study. In the first phase of the study, all of the participants, both teachers and students, were interviewed to determine their perceptions of writing assessment. In the next phase, students were asked to write about a topic and in the last phase, the writings were assessed and scored by both teachers and students. During this phase, teachers and students were asked to think aloud while assessing the writings. Results indicated that a) based on teachers’ perceptions, language, punctuation, content, organization, and communicative achievement are important factors in assessing a piece of writing, respectively. Also, teachers believed composition writing is the best activity to assess students' writing and the teachers should stick to their own perceptions while assessing writing and not use available rubrics. Moreover, all of them believed that scoring writing is always inaccurate and subjective; b) based on students’ perceptions, grammar and spelling are important factors in the assessment of a piece of writing, respectively. They also mentioned that the ability to write can be assessed through composition writing and their teachers should utilize their own perceptions rather than utilizing a standard rubric. In addition, most of them considered scoring writing to be always inaccurate and subjective; c) students' perceptions of writing assessment affected their writing scores. That is, based on their own perceptions of criteria for writing assessment, the students expected to receive higher scores than the ones given by their teachers.

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24

Fei, Wong Fook, Mohd Sallehhudin Abd Aziz, and Thang Siew Ming. "The Practice of ESL Writing Instructors In Assessing Writing Performance." Procedia - Social and Behavioral Sciences 18 (2011): 1–5. http://dx.doi.org/10.1016/j.sbspro.2011.05.001.

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25

Nimehchisalem, Vahid. "Materials for Assessing the Writing Skill." Advances in Language and Literary Studies 1, no. 2 (July 1, 2010): 233–55. http://dx.doi.org/10.7575/aiac.alls.v.1n.1p.233.

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26

Halden-Sullivan, Judith. "Writing to Learn, Assessing to Learn." Language and Learning Across the Disciplines 3, no. 1 (1998): 25–40. http://dx.doi.org/10.37514/lld-j.1998.3.1.03.

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27

Strobl, Carola, and Kristof Baten. "Assessing writing development during study abroad." TASK / Journal on Task-Based Language Teaching and Learning 2, no. 1 (June 20, 2022): 60–84. http://dx.doi.org/10.1075/task.21010.str.

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Abstract In research about second language (L2) development during study abroad (SA), writing is underrepresented. This is partly due to the difficulty of designing adequate tasks and measures to gauge writing development during a short immersion period. Our study explores the applicability of a narrative task assessed in terms of both linguistic complexity, accuracy, and fluency (CAF) and functional adequacy (FA), a novelty in SA writing research. Texts written by 30 advanced students of L2 German before and after SA were analysed. The results show moderate correlations between the measures for fluency and lexical variation and two FA dimensions. This suggests that, in the SA context, CAF and FA develop together to a certain extent, although the constructs are conceptually different.

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28

Shooraki, Farah, Hossein Barati, and Ahmad Moinzadeh. "Assessing writing performance in TOEFL-iBT." English Text Construction 13, no. 1 (July 24, 2020): 84–107. http://dx.doi.org/10.1075/etc.00036.sho.

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Abstract This study aims to determine the linguistic and discoursal differences in essays produced by Iranian test-takers of TOEFL-iBT in response to integrated and independent writing tasks. A sample of 40 essays, written by 20 Iranian test-takers of scored integrated and independent writing tasks, was compared and analyzed in terms of the four latent constructs of text easability (fourteen variables), cohesion (nine variables), lexical sophistication (nineteen variables), and syntactic complexity (six variables), using the Coh-Metrix 3.0 program. Results indicate differences in the linguistic and discoursal features of integrated and independent writing tasks. The findings reveal that the scores on writing tasks of EFL test-takers can be anchored empirically through the analysis of some discourse qualities like cohesion. Independent tasks contain more connectives and particles so they can result in better discourse structure organization and the generation of more cohesive devices. Stakeholders of the test should verify test constructs in terms of particular contexts like EFL and communicative views of language proficiency. Consequently, the findings contribute to the ongoing validity argument on TOEFL-iBT writing tasks for designing and interpreting scoring schemes for the writing component of the test.

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29

Martinez, Izar, and William Strong. "Assessing Writing Competence in Teacher Education." Action in Teacher Education 16, no. 2 (July 1994): 28–36. http://dx.doi.org/10.1080/01626620.1994.10463196.

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30

Wood, Karen D. "Assessing Writing Performance across the Curriculum." Middle School Journal 24, no. 3 (January 1993): 67–72. http://dx.doi.org/10.1080/00940771.1993.11495898.

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31

Hamp-Lyons, L. "Editorial for Assessing Writing 10, 1." Assessing Writing 10, no. 1 (January 2005): 1–2. http://dx.doi.org/10.1016/j.asw.2005.04.001.

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Hamp-Lyons, Liz. "EDITORIAL FOR ASSESSING WRITING VOL 34." Assessing Writing 34 (October 2017): A1—A2. http://dx.doi.org/10.1016/j.asw.2017.11.001.

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East, Martin. "Editorial: 25 Years of Assessing Writing." Assessing Writing 42 (October 2019): 100422. http://dx.doi.org/10.1016/j.asw.2019.100422.

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34

GOODFELLOW, ROBIN, MARIE-NOËLLE LAMY, and GLYN JONES. "Assessing learners’ writing using lexical frequency." ReCALL 14, no. 1 (May 2002): 133–45. http://dx.doi.org/10.1017/s0958344002001118.

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In this work we set out to investigate the feasibility of applying measures of lexical frequency to the assessment of the writing of learners of French. A system developed for analysing the lexical knowledge of learners, according to their productive use of high and low frequency words (Laufer and Nation 1995), was adapted for French and used to analyse learners’ texts from an Open University French course. Whilst we found that this analysis could not be said to reflect the state of the learners’ vocabulary knowledge in the same way that Laufer and Nation’s study did, elements of the system’s output did correlate significantly with scores awarded by human markers for vocabulary use in these texts. This suggests that the approach could be used for self-assessment. However, the feedback that can be given to learners on the basis of the current analysis is very limited. Nevertheless, the approach has the potential for refinement and when enhanced with information derived from successive cohorts of learners performing similar writing tasks, could be a first step in the development of a viable aid for learners evaluating their own writing.

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35

Coombe, Christine. "Assessing foreign/second language writing ability." Education, Business and Society: Contemporary Middle Eastern Issues 3, no. 3 (August 24, 2010): 178–87. http://dx.doi.org/10.1108/17537981011070091.

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36

Rahayu, Endah Yulia. "THE ANONYMOUS TEACHERS’ FACTORS OF ASSESSING PARAGRAPH WRITING." Journal of English for Academic and Specific Purposes 3, no. 1 (June 26, 2020): 1. http://dx.doi.org/10.18860/jeasp.v3i1.9208.

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<p> </p><p>Scoring writing is very subjective and mainly relies on a lot on teachers as raters. They play a significant role to meticulously carry out writing evaluations to adjudicate the linguistic and rhetorical features of their students' written responses. Based on the previous studies, the teachers’ factors of knowledge of basic writing assessment, efficacy in selecting assessment method, efficacy in scoring accuracy, and perception in practicing writing assessment can contribute a lot to the quality in teachers’ writing assessment. The 56 junior high school English teachers having at least five years of teaching experience, was invited to fill out the questionnaire and scoring paragraph writing. The results were examined with Multiple Linear Regression analysis. Amongst these factors, only the efficacy in scoring writing accuracy predicts the teachers’ scoring paragraph writing.</p>

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37

Tshotsho, Baba, and Mzwamadoda Cekiso. "Assessing Students’ Academic Writing at Tertiary Institutions: Implications for Teaching Writing." International Journal of Educational Sciences 9, no. 1 (April 2015): 65–72. http://dx.doi.org/10.1080/09751122.2015.11890295.

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38

Scot, Renée S., and Barbara C. Rodgers. "Assessing Communication in Writing: The Development of a Spanish Writing Contest." Foreign Language Annals 26, no. 3 (October 1993): 383–87. http://dx.doi.org/10.1111/j.1944-9720.1993.tb02294.x.

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39

Matsuda, Paul Kei, Sumalee Chinokul, and Pornpimol Sukavatee. "Assessing Second Language Writing: The 16th Symposium on Second Language Writing." Journal of Second Language Writing 37 (September 2017): 61. http://dx.doi.org/10.1016/j.jslw.2017.09.002.

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40

Graziano-King, Janine. "Assessing Student Writing: The Self-Revised Essay." Journal of Basic Writing 26, no. 2 (2007): 75–94. http://dx.doi.org/10.37514/jbw-j.2007.26.2.05.

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41

Kunnan, Antony John, and Liz Hamp-Lyons. "Assessing Second Language Writing in Academic Contexts." Modern Language Journal 77, no. 2 (1993): 229. http://dx.doi.org/10.2307/328948.

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42

Leki, Ilona, and Liz Hamp-Lyons. "Assessing Second Language Writing in Academic Contexts." College Composition and Communication 44, no. 3 (October 1993): 399. http://dx.doi.org/10.2307/358997.

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43

Wyatt-Smith, Claire. "Teaching and Assessing Writing: an Australian Perspective." English in Education 31, no. 3 (September 1997): 8–22. http://dx.doi.org/10.1111/j.1754-8845.1997.tb00129.x.

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44

Malpique, Anabela Abreu, and Ana Margarida Veiga Simão. "Assessing Self-Regulated Strategies for School Writing." Journal of Psychoeducational Assessment 33, no. 2 (September 17, 2014): 141–53. http://dx.doi.org/10.1177/0734282914547873.

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45

Nelson, Nickola Wolf, and Adelia M. Van Meter. "Assessing Curriculum-Based Reading and Writing Samples." Topics in Language Disorders 22, no. 2 (January 2002): 35–59. http://dx.doi.org/10.1097/00011363-200201000-00004.

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46

Wajngold, Jennifer. "A method for assessing reflective journal writing." Journal of Physical Therapy Education 20, no. 2 (2006): 79. http://dx.doi.org/10.1097/00001416-200607000-00014.

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47

de Haan, Pieter, and Monique van der Haagen. "Assessing the use of sophisticated EFL writing." Dutch Journal of Applied Linguistics 2, no. 1 (May 6, 2013): 16–27. http://dx.doi.org/10.1075/dujal.2.1.04deh.

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Even very advanced EFL writing tends to be less sophisticated than native writing. One of the problems seems to be finding the right collocations and the correct register. The aim of this article is to pinpoint what characterizes the development in very advanced Dutch EFL students’ written language production. We discuss the development of students’ ability to use appropriate intensifiers. Compared to their native English speaking contemporaries, the Dutch students initially tend to use intensifiers that are found typically in spoken English, such as really and a bit, but they gradually replace them by modifiers more suitable to academic writing. It is argued that the use of appropriate intensifiers can be seen to be a measure of advancedness and hence be used as a criterion in the assessment of advanced EFL writing quality.

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48

Walker, Kevin W., and Sara Maurice Whitver. "Assessing information literacy in first year writing." Journal of Academic Librarianship 46, no. 3 (May 2020): 102136. http://dx.doi.org/10.1016/j.acalib.2020.102136.

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49

Aston, W. J. "Assessing risks and writing the business plan." Biosensors and Bioelectronics 6, no. 8 (January 1991): 635–38. http://dx.doi.org/10.1016/0956-5663(91)87015-4.

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50

Dirgeyasa, I. Wy. "A Typical Instrument for Assessing the Genre-Based Writing." Asian Social Science and Humanities Research Journal (ASHREJ) 2, no. 2 (October 19, 2020): 117–22. http://dx.doi.org/10.37698/ashrej.v2i2.46.

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Recently, it is a fact that the genre-based writing English Curriculum in Indonesia either in high or higher education has been implemented for years. Unfortunately, it seems that the student’s writing is not assessed in accordance to the nature of genre based writing itself yet. As a matter of fact, assessment plays important role to success of teaching and learning. A proper assessment instrument leads to the valid and reliable learning achievement or otherwise. In terms of genre based writing, as a typical approach to teaching and learning writing also needs the assessment instrument meeting the nature of the genre based writing itself. This paper is aiming at providing a preliminary understanding and sights of typical instrument for assessing the genre based writing.

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