Reliability and Validity of Using Reorganization-Translation Task for L2 Writing Assessment

2019 ◽  
Vol 61 (4) ◽  
pp. 189-212
Author(s):  
Park, Lili
Keyword(s):  
Writing Assessment ◽  
Reliability And Validity ◽  
L2 Writing

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

The Assessment of Technical Writing: A Case Study

1994 ◽  
Vol 24 (1) ◽  
pp. 19-36 ◽  
Author(s):  
Norbert Elliot ◽  
Margaret Kilduff ◽  
Robert Lynch
Keyword(s):  
Educational Outcomes ◽  
Writing Assessment ◽  
Technical Writing ◽  
Reliability And Validity ◽  
Student Writing ◽  
Base Line ◽  
Writing Courses ◽  
Assessment Program ◽  
Writing Course

This article describes the design and evaluation of a formal writing assessment program within a technical writing course. Our purpose in this base-line study was to evaluate student writing at the conclusion of the course. In implementing this evaluation, we addressed fundamental issues of sound assessment: reliability and validity. Our program may encourage others seeking to assess educational outcomes in technical writing courses.

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

Automated measurement of syntactic complexity in corpus-based L2 writing research and implications for writing assessment

2017 ◽  
Vol 34 (4) ◽  
pp. 493-511 ◽  
Author(s):  
Xiaofei Lu
Keyword(s):  
English Learners ◽  
Writing Assessment ◽  
Rating Scales ◽  
Complexity Analysis ◽  
L2 Writing ◽  
Syntactic Complexity ◽  
Multiple Perspectives ◽  
Writing Research ◽  
Definition Of ◽  
Relationship Of

Research investigating corpora of English learners’ language raises new questions about how syntactic complexity is defined theoretically and operationally for second language (L2) writing assessment. I show that syntactic complexity is important in construct definitions and L2 writing rating scales as well as in L2 writing research. I describe the operationalizations of syntactic complexity measurement in corpus-based L2 writing research, focusing on the Biber Tagger (Biber, Johansson, Leech, Conrad, & Finegan, 1999), Coh-Metrix (McNamara, Graesser, McCarthy, & Cai, 2014), and L2 Syntactic Complexity Analyzer (Lu, 2010), which are three tools commonly used to automate syntactic complexity analysis. A review of findings from recent corpus-based L2 writing studies on the relationship of syntactic complexity to L2 writing quality follows. I conclude with a discussion of the implications of these multiple perspectives on the definition of syntactic complexity in L2 studies.

scholarly journals Development and validation of a rating scale for Iranian EFL academic writing assessment: a mixed-methods study

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Nasim Ghanbari ◽  
Hossein Barati
Keyword(s):  
Academic Writing ◽  
Writing Assessment ◽  
Rating Scale ◽  
Reliability And Validity ◽  
State Universities ◽  
Second Development ◽  
High Profile ◽  
Development And Validation ◽  
Assessment Context

Abstract The present study reports the process of development and validation of a rating scale in the Iranian EFL academic writing assessment context. To achieve this goal, the study was conducted in three distinct phases. Early in the study, the researcher interviewed a number of raters in different universities. Next, a questionnaire was developed based on the results of the interview along with the related literature. Later, the questionnaire was sent to thirty experienced raters from ten major state universities in Iran. Results of the country-wide survey in this phase showed that there was no objective scale in use by the raters in the context. Therefore, in the second development phase of the study, fifteen of the raters who participated in the first phase were asked to verbalize their thoughts when each rating five essays. At the end of this phase, a first draft of the scale was developed. Finally, in the last validation phase of the study, ten raters were asked to each rate a body of twenty essays using the newly developed scale. Next, eight of the raters participated in a follow-up retrospective interview. The analysis of the raters’ performance using FACETS showed high profile of reliability and validity for the new scale. In addition, while the qualitative findings of the interviews counted some problems with the structure of the scale, on the whole, the findings showed that the introduction of the scale was well-received by the raters. The pedagogical implications of the study will be discussed. In addition, the study calls for further validation of the scale in the context.

Sign in / Sign up

Export Citation Format

Share Document