Showing papers in "Assessing Writing in 2015"

TL;DR: A promising approach to AES that could provide more specific feedback to writers and may be relevant to other natural language computations, such as the scoring of short answers in comprehension or knowledge assessments is indicated.

TL;DR: The study examines the effect of form-focused corrective feedback (FFCF) on students’ ability to reduce pronoun agreement errors and lexical errors in new essays and found no significant difference among the groups in pronouns agreement errors.

TL;DR: Brown et al. as mentioned in this paper presented a mixed-methods study assessing the functioning of a well-known rubric according to both Rasch measurement and profile analysis, which were respectively used to analyze the scale structure and then to describe how well the rubric was classifying examinees.

TL;DR: This paper reports on a recent project to define the construct of reading-into-writing ability for designing a suite of integrated tasks at four proficiency levels, ranging from CEFR A2 to C1.

TL;DR: In this article, a mixed-methods research study was conducted to identify discrepancies between students' and teachers' interpretation of rubrics and investigate how such mismatches influence the use of the rubric.

TL;DR: The authors investigated how nine trained raters used a popular five-component analytic rubric by Jacobs et al. and found that raters paid the most attention to organization and content because they were on the left (and read first).

TL;DR: This paper evaluated the reliability and validity of the WAM, developed to reflect the skills which children of different abilities are expected to achieve in written expression, as part of the National Curriculum guidelines in England and Wales.

TL;DR: This article investigated how prolonged one-to-one teacher modeling (the teacher demonstrating desirable behaviors as a reviewer) in feedback to student reviewers' essays may enhance their audience-aware feedback and affectivity in peer review.

TL;DR: In this paper, the authors report on the review and revision of a rating scale for the writing section of a large-scale, advanced-level English language proficiency examination and demonstrate the benefits of triangulating information from writing research, rater discussions, and real performances in rating scale design.

TL;DR: This work proposes a solution wherein peer scoring is assisted by a guidance system to improve peer-review and increase the efficiency of large scale marking of complex tasks.

TL;DR: This article used structural equation modeling (SEM) to link the linguistic features of text complexity, as measured by Coh-Metrix, and text quality, measured by human raters, and found that tasks affected the situation model and several surface level latent variables.

TL;DR: The authors examines U.S. Common Core standards and student writing selected as exemplifying those standards in light of discourse-level features noted in applied linguistic and composition research, and aims to help expose connections between organization, argument/claim development, style, conventions, and tone via patterns in academic writing.

TL;DR: This paper investigated test-taker perceptions of impression management strategies for holistically scored essay tests and estimated the extent to which such perceptions can predict essay scores, which represented a risk-taking approach and a defensive approach to managing rater impressions.

TL;DR: In this article, the authors apply a multi-dimensional construct of writing to impromptu writing exams composed at the same points, and report preliminary evidence suggesting positive effects of distributed writing requirements across undergraduate curriculums on student writing performance.

TL;DR: This paper investigated the development and use of rating scales to interpret and score test takers' performance on reading-to-write (RTW) tasks and found that factors outside the curriculum also influence the criteria which shape an EBB scale and thus final placement scores.

TL;DR: Investigating secondary school students’ use of narratives and other story genres in an English language public examination in Hong Kong suggests a need to raise students', teachers’ and test developers’ awareness of the various purposes of story-telling and of the generic structures and language resources that can be used to carry out those purposes.