scholarly journals Designing Efficient L2 Writing Assessment Tasks for Low‐Proficiency Learners of English

2021 ◽  
Author(s):  
Shoko Sasayama ◽  
Pablo Garcia Gomez ◽  
John M. Norris
Keyword(s):  
Writing Assessment ◽  
L2 Writing ◽  
Assessment Tasks

Voice in high-stakes L1 academic writing assessment: Implications for L2 writing instruction

2008 ◽  
Vol 13 (3) ◽  
pp. 153-170 ◽  
Author(s):  
Cecilia Guanfang Zhao ◽  
Lorena Llosa
Keyword(s):  
Writing Instruction ◽  
Academic Writing ◽  
Writing Assessment ◽  
L2 Writing ◽  
High Stakes

Designing writing assessment tasks

2002 ◽  
pp. 77-107
Keyword(s):  
Writing Assessment ◽  
Assessment Tasks

Evaluating rater responses to an online training program for L2 writing assessment

2007 ◽  
Vol 24 (1) ◽  
pp. 37-64 ◽  
Author(s):  
Catherine Elder ◽  
Gary Barkhuizen ◽  
Ute Knoch ◽  
Janet von Randow
Keyword(s):  
Training Program ◽  
Writing Assessment ◽  
Online Training ◽  
L2 Writing

Handwriting Development in Spanish Children With and Without Learning Disabilities: A Graphonomic Approach

2016 ◽  
Vol 50 (5) ◽  
pp. 552-563 ◽  
Author(s):  
Pablo Barrientos
Keyword(s):  
Learning Disabilities ◽  
Real Time ◽  
Primary Education ◽  
Writing Assessment ◽  
Early Grades ◽  
Pressure Time ◽  
Assessment Tasks ◽  
Early Grade ◽  
Velocity Pressure ◽  
Central Purpose

The central purpose of this study was to analyze the dynamics of handwriting movements in real time for Spanish students in early grades with and without learning disabilities. The sample consisted of 120 children from Grades 1 through 3 (primary education), classified into two groups: with learning disabilities and without learning disabilities. The Early Grade Writing Assessment tasks selected for this purpose were writing the alphabet in order from memory, alphabet copying in cursive and manuscript, and allograph selection. The dynamics of these four handwriting tasks were recorded using graphonomic tablets (type Wacom Intuos-4), Intuos Inking pens, and Eye and Pen 2 software. Several events were recorded across four different tasks: velocity, pressure, time invested in pauses, and automaticity. The results demonstrated significant graphonomic variations between groups across grades, depending on the type of task.

Beyond single-word measures: L2 writing assessment, lexical richness and formulaic competence

System ◽  
2017 ◽  
Vol 69 ◽  
pp. 65-78 ◽  
Author(s):  
Yves Bestgen
Keyword(s):  
Writing Assessment ◽  
L2 Writing ◽  
Single Word ◽  
Lexical Richness

L2 French Writing Assessment: A Methodological Critique

2021 ◽  
Vol 53 (2) ◽  
pp. 11-25
Author(s):  
Sheri Dion
Keyword(s):  
Second Language ◽  
Writing Assessment ◽  
Second Language Writing ◽  
Empirical Studies ◽  
Detailed Examination ◽  
L2 Writing ◽  
Time On Task ◽  
Specific Level ◽  
Language Writing ◽  
L2 Development

This paper presents a methodological critique of three empirical studies in second language (L2) French writing assessment. To distinguish key themes in French L2 writing assessment, a literature review was conducted resulting in the identification of 27 studies that were categorized into three major themes. The three studies examined in this article each represent one theme respectively. Within this analysis, the underlying constructs being measured are identified, and the strengths and limitations are deliberated.  Findings from this detailed examination suggest that three examined studies in L2 French writing assessment have significant methodological flaws that raise questions about the claims being made. From this investigation, several studyspecific  recommendations are made, and four general recommendations for improving French L2 writing assessment are offered: (1) the social setting in which L2 assessments take place ought to be a consideration (2) the difficulty of tasks and time on task should be taken into account (3) greater consistency should be used when measuring and denoting a specific level of instruction (i.e. “advanced”) and (4) universal allusions to “fluency” should be avoided when generalizing one component of L2 competency (such as writing achievement) to other aspects of L2 development. Key words: French writing, methodological critique, written assessment, language assessment, second language writing assessment

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