Large-scale second language writing assessment: What's involved?

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Date
2007
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Michigan State University
Abstract
This review addresses three areas of significance in the design, implementation and use of large-scale writing tests that impact ESL writers: writing assessment tasks, rater decision-making, and test washback. First, we discuss integrated writing tasks, as exemplified by the TOEFL iBT, in contrast with impromptu or independent writing tasks. Then we examine results from recent think-aloud studies of raters and their decision-making while reading essays. Finally, we review the current research on test washback in several international contexts. Additionally, we offer some research directions and practical considerations, particularly the need to educate teachers and other test users about the needs of ESL writers.
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second language writing, writing assessment
Citation
Samuelson, B. L., Crawford, M., Dyste, S., Youngquist, J., Boehm, D., & Vellenga, H. (2007). Large-scale second language writing assessment: What’s involved? In N. Caplan & C. Pearson (Eds.), Proceedings of the 2006 Michigan Teachers of English to Speaker of Other Languages (MITESOL) Conference (pp. 86-97). East Lansing: Michigan State University.
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