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- Editorial Board
Publication year: 2010
Source: Assessing Writing, Volume 15, Issue 2, 2010, Page CO2
[No author name available]
- Playing with the stakes: A consideration of an aspect of the social context o...
Publication year: 2010
Source: Assessing Writing, In Press, Corrected Proof, Available online 2 July 2010
Beverly A., Baker
In high-stakes writing assessments, rater training in the use of a rating scale does not eliminate variability in grade attribution. This realisation has been accompanied by research that explores possible sources of rater variability, such as rater background or rating scale type. However, there has been little consideration thus far of variability in rater behaviour that may be brought about by the socio-political context of the testing situation. In addition, studies of rater behaviour are undertaken in either research conditions or authentic high-stakes testing conditions, but never both. This report is a ?stakes study? in the context of a writing...
- Editorial
Publication year: 2010
Source: Assessing Writing, In Press, Corrected Proof, Available online 1 July 2010
Liz, Hamp-Lyons
- Feedback to writing, assessment for teaching and learning and student progress
Publication year: 2010
Source: Assessing Writing, In Press, Corrected Proof, Available online 11 June 2010
Judy M., Parr , Helen S., Timperley
Traditionally, feedback to writing is written on drafts or given orally in roving or more formal conferences and is considered a significant part of instruction. This paper locates written response within an assessment for learning framework in the writing classroom. Within this framework, quality of response was defined in terms of providing information about: (i) where students were positioned relative to the performance desired; (ii) about key features of the desired performance, and (iii) what was needed to achieve the desired performance. A study of teachers (maximum n=59) in six schools provided data regarding their ability to give quality formative...
- Assessing and providing feedback for student writing in Canadian classrooms
Publication year: 2010
Source: Assessing Writing, In Press, Corrected Proof, Available online 9 June 2010
Shelley Stagg, Peterson , Jill, McClay
This paper reports on the feedback and assessment practices of Canadian grades 4?8 teachers; the data are drawn from a national study of the teaching of writing at the middle grades in all ten Canadian provinces and two (of three) territories. Respondents were 216 grades 4?8 teachers from rural and urban schools. Data sources were audio-recorded telephone interviews analyzed using a constant comparative method. Participating teachers were mindful that feedback is important for student self-esteem; they valued peer editing and viewed feedback as essential for fostering students? writing development; they strove to be what they considered ?objective? while adhering to...
- Can machine scoring deal with broad and open writing tests as well as human r...
Publication year: 2010
Source: Assessing Writing, In Press, Corrected Proof, Available online 7 June 2010
Doug, McCurry
This article considers the claim that machine scoring of writing test responses agrees with human readers as much as humans agree with other humans. These claims about the reliability of machine scoring of writing are usually based on specific and constrained writing tasks, and there is reason for asking whether machine scoring of writing requires specific and constrained tasks to produce results that mimic human judgements. The conclusion of a National Assessment of Educational Progress (NAEP) report on the online assessment of writing that ?the automated scoring of essay responses did not agree with the scores awarded by human readers?...
- Online submission to Assessing Writing
Publication year: 2010
Source: Assessing Writing, In Press, Corrected Proof, Available online 7 June 2010
[No author name available]
- Bringing reading-to-write and writing-only assessment tasks together: A gener...
Publication year: 2010
Source: Assessing Writing, In Press, Corrected Proof, Available online 7 June 2010
Atta, Gebril
Integrated tasks are currently employed in a number of L2 exams since they are perceived as an addition to the writing-only task type. Given this trend, the current study investigates composite score generalizability of both reading-to-write and writing-only tasks. For this purpose, a multivariate generalizability analysis is used to investigate the effect of both the task and rater facets on composite score reliability. In addition, a comparison of two different rating schemes is presented?two different groups of raters scoring each task type versus the same raters scoring both task types. The researcher collected data from 115 examinees who completed two...
- Ed White: Celebrating 25 Years
Publication year: 2010
Source: Assessing Writing, In Press, Corrected Proof, Available online 23 May 2010
[No author name available]
- Reliability and validity of rubrics for assessment through writing
Publication year: 2010
Source: Assessing Writing, In Press, Corrected Proof, Available online 7 April 2010
Ali Reza, Rezaei , Michael, Lovorn
This experimental project investigated the reliability and validity of rubrics in assessment of students? written responses to a social science ?writing prompt?. The participants were asked to grade one of the two samples of writing assuming it was written by a graduate student. In fact both samples were prepared by the authors. The first sample was well written in terms of sentence structure, spelling, grammar, and punctuation; however, the author did not fully answer the question. The second sample fully answered each part of the question, but included multiple errors in structure, spelling, grammar and punctuation. In the first experiment,...
- Assessing Writing: A Critical Sourcebook, Brian A. Huot and Peggy O?Neill (Ed...
Publication year: 2010
Source: Assessing Writing, In Press, Corrected Proof, Available online 3 April 2010
Mark, Chapman
- Investigating learners? use and understanding of peer and teacher feedback on...
Publication year: 2010
Source: Assessing Writing, In Press, Corrected Proof, Available online 1 April 2010
Huahui, Zhao
Existing comparative studies between peer and teacher feedback in English writing classes have predominantly used frequency measures of peer and teacher feedback in learners? revisions to suggest their relative values for developing learners? writing proficiency. However, learners do not necessarily understand the feedback that is used in their redrafts.This study distinguished learners? use from their understanding of peer and teacher feedback. Eighteen Chinese university English learners participated in the study for sixteen weeks. Three research methods were adopted: (a) content analyses of learners? use of feedback, (b) stimulated recall interviews on learners? understanding of feedback, and (c) interviews on the...
- Situated assessment: Limitations and promise
Publication year: 2010
Source: Assessing Writing, In Press, Corrected Proof, Available online 31 March 2010
Melinda, Kreth , Mary Ann, Crawford , Marcy, Taylor , Elizabeth, Brockman
We present some key findings of a four-year, two-phase writing assessment project at Central Michigan University: Phase One (2002), a survey of faculty members (n=115) and subsequent focus groups (n=14) and Phase Two (2005), an evaluation of two samples of student writing (n=635 and 632). Major findings of Phase One reported here include the amounts and types of writing assigned by faculty members and their perceptions about the quality of their students? writing. Phase Two revealed some surprising results about our students? critical reading and writing abilities, confirmed the limitations of a timed-writing assessment methodology, and exposed an intriguing artifact...
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