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  Subjects -> EDUCATION (Total: 1924 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (24 journals)
    - EDUCATION (1623 journals)
    - HIGHER EDUCATION (123 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (31 journals)
    - SCHOOL ORGANIZATION (13 journals)
    - SPECIAL EDUCATION AND REHABILITATION (35 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1623 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 2)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 2)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access   (Followers: 1)
About Campus     Hybrid Journal   (Followers: 5)
Academic Medicine     Full-text available via subscription   (Followers: 62)
Academic Psychiatry     Full-text available via subscription   (Followers: 23)
Academic Questions     Hybrid Journal   (Followers: 8)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 60)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 52)
Accounting & Finance     Hybrid Journal   (Followers: 52)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 18)
Açıköğretim Uygulamaları ve Araştırmaları Dergisi     Open Access  
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 5)
Acta Didactica Norge     Open Access   (Followers: 1)
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 60)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 40)
Action Research     Hybrid Journal   (Followers: 46)
Active Learning in Higher Education     Hybrid Journal   (Followers: 269)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administration & Society     Hybrid Journal   (Followers: 13)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 172)
Adult Education Quarterly     Hybrid Journal   (Followers: 155)
Advanced Education     Open Access   (Followers: 10)
Advances in Building Education     Open Access   (Followers: 3)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 28)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 8)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 3)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 2)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
Aksiologiya : Jurnal Pengabdian Kepada Masyarakat     Open Access  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 16)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 168)
American Journal of Business Education     Open Access   (Followers: 12)
American Journal of Distance Education     Hybrid Journal   (Followers: 32)
American Journal of Education     Full-text available via subscription   (Followers: 187)
American Journal of Educational Research     Open Access   (Followers: 60)
American Journal of Health Education     Hybrid Journal   (Followers: 30)
American Journal of Physics     Full-text available via subscription   (Followers: 53)
American String Teacher     Full-text available via subscription   (Followers: 1)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 3)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 10)
Annals of Modern Education     Full-text available via subscription   (Followers: 4)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 16)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 22)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 35)
Arts Education Policy Review     Hybrid Journal   (Followers: 5)
Artseduca : Revista electrónica de educación en las ARTES     Open Access  
ASHE Higher Education Reports     Hybrid Journal   (Followers: 15)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 21)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 12)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 23)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 14)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 5)
ASp     Open Access   (Followers: 2)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 143)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 42)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 19)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 5)
Australasian Journal of Special Education     Full-text available via subscription   (Followers: 7)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 5)
Australian Art Education     Full-text available via subscription   (Followers: 7)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 8)
Australian Educational Computing     Open Access   (Followers: 1)
Australian Educational Researcher     Hybrid Journal   (Followers: 25)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 16)
Australian Journal of Career Development     Hybrid Journal   (Followers: 3)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 34)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 7)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 10)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 5)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 4)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 447)
Australian Journal of Teacher Education     Open Access   (Followers: 21)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 6)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 4)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 250)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 6)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 5)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 42)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 10)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
BOSAPARIS : Pendidikan Kesejahteraan Keluarga     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 185)
British Journal of Educational Studies     Hybrid Journal   (Followers: 154)
British Journal of Educational Technology     Hybrid Journal   (Followers: 145)
British Journal of Music Education     Hybrid Journal   (Followers: 23)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 51)
British Journal of Special Education     Hybrid Journal   (Followers: 47)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 12)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 17)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access   (Followers: 1)
Cadmo     Full-text available via subscription   (Followers: 1)
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Cakrawala Pendidikan     Open Access  
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 96)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 8)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 15)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 8)
Canadian Journal of Higher Education     Open Access   (Followers: 23)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 16)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 10)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 19)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 16)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 4)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription   (Followers: 1)
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 3)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 30)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 16)
Children's Literature in Education     Hybrid Journal   (Followers: 11)
Chinese Education & Society     Full-text available via subscription   (Followers: 4)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 7)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 4)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)

        1 2 3 4 5 6 7 8 | Last

Journal Cover
Assessing Writing
Journal Prestige (SJR): 0.776
Citation Impact (citeScore): 2
Number of Followers: 11  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1075-2935
Published by Elsevier Homepage  [3163 journals]
  • Not to scale' An argument-based inquiry into the validity of an L2
           writing rating scale
    • Authors: Anthony Becker
      Pages: 1 - 12
      Abstract: Publication date: July 2018
      Source:Assessing Writing, Volume 37
      Author(s): Anthony Becker
      In second language (L2) writing, rating scales are often used to measure a variety of discourse and linguistic features. When developing scales, the scoring criteria need to provide a clear and credible basis for scoring judgments, as well as for differentiating levels of writing performance (Weigle, 2002). Often times, the criteria used to evaluate the L2 writing of students at intensive English programs (IEPs) are adopted from textbooks or developed as an ad hoc solution, and they’re adequacy or relevance to classroom-based writing is not always considered. The inclusion of poor evaluative criteria can lead to scores with low reliability and problems with validity (Jonsson & Svingby, 2007). This study sought to investigate the quality of a rating scale used to assess L2 students’ writing ability at an intermediate level of an IEP in the US. Using a mixed- methods approach, several sources of data were collected and analyzed. The results indicated that the scale largely appeared to function as it was intended, despite the fact that it could have benefited from some revisions. The implications support that L2 practitioners must make principled and justified decisions about the scoring criteria that they include in scales when assessing ESL students’ writing.

      PubDate: 2018-02-25T18:35:25Z
      DOI: 10.1016/j.asw.2018.01.001
      Issue No: Vol. 37 (2018)
       
  • Student engagement with teacher written corrective feedback in EFL
           writing: A case study of Chinese lower-proficiency students
    • Authors: Yao Zheng; Shulin Yu
      Pages: 13 - 24
      Abstract: Publication date: July 2018
      Source:Assessing Writing, Volume 37
      Author(s): Yao Zheng, Shulin Yu
      While recent research on teacher written corrective feedback (WCF) has highlighted the importance of students’ engagement with WCF for understanding its effectiveness, little research has investigated lower-proficiency (LP) students’ engagement with WCF in EFL writing classes. Underpinned by a multi-dimensional conceptual framework of student engagement with WCF, this case study has explored how 12 Chinese LP students engaged affectively, behaviourally and cognitively with teacher WCF in EFL writing. It examines data collected from multiple sources, including drafts of student essays, teacher written feedback, student immediate oral reports and semi-structured interviews. The study has found that while the participants’ affective engagement was relatively positive, their behavioural and cognitive engagement was not extensive in a sense that their behavioural engagement did not necessarily result in greater language accuracy, and there was scant awareness at the level of understanding the WCF, especially for the indirect WCF. It has also found that students’ lower English proficiency may negatively influence their cognitive and behavioural engagement with WCF and cause imbalances among the three sub-dimensions of engagement. The findings contribute to an understanding of the multifaceted and dynamic nature of EFL lower-proficiency students’ engagement with teacher WCF.

      PubDate: 2018-04-15T20:42:55Z
      DOI: 10.1016/j.asw.2018.03.001
      Issue No: Vol. 37 (2018)
       
  • Writing from sources: Does audience matter'
    • Authors: Yeonsuk Cho; Ikkyu Choi
      Pages: 25 - 38
      Abstract: Publication date: July 2018
      Source:Assessing Writing, Volume 37
      Author(s): Yeonsuk Cho, Ikkyu Choi
      Contextual factors influence the way we speak and write. An audience is central to the rhetorical context and helps to identify the parameters of a writing task. The purpose of this study was to examine whether and how the specification of an audience influenced the summary writing produced by adult English as a Second Language (ESL) writers in a large-scale writing assessment setting. The performance of 205 test takers who completed two writing tasks was compared with respect to audience awareness measured by three aspects of writing: context statements, content, and source attribution. Both tasks required test takers to summarize source information, but they were contrasted with respect to the specification of audience in our analysis. One task was presented without reference to an audience, whereas the other task explicitly instructed test takers to address a reader who was unfamiliar with the sources they would summarize. Of the three aspects of writing, the effect of audience specifications was observed on source attribution and context statements. This was not the case for content when responses between the two tasks were compared. However, all aspects were shown to vary across writing score levels when compared within the writing condition with audience specification.

      PubDate: 2018-04-15T20:42:55Z
      DOI: 10.1016/j.asw.2018.03.004
      Issue No: Vol. 37 (2018)
       
  • Modeling second language writing quality: A structural equation
           investigation of lexical, syntactic, and cohesive features in source-based
           and independent writing
    • Authors: Minkyung Kim; Scott A. Crossley
      Pages: 39 - 56
      Abstract: Publication date: July 2018
      Source:Assessing Writing, Volume 37
      Author(s): Minkyung Kim, Scott A. Crossley
      This study develops a model of second language (L2) writing quality in the context of a standardized writing test (TOEFL iBT) using a structural equation modeling (SEM) approach. A corpus of 480 test-takers’ responses to source-based and independent writing tasks was the basis for the model. Four latent variables were constructed: an L2 writing quality variable informed by scores of source-based and independent writing tasks, and lexical sophistication, syntactic complexity, and cohesion variables informed by lexical, syntactic, and cohesive features within the essays. The SEM analysis showed that an L2 writing quality model had a good fit, and was generalizable across writing prompts (with the exception of lexical features), gender, and learning contexts. The structural regression analysis indicated that 81.7% of the variance in L2 writing quality was explained by lexical decision reaction time scores (β = 0.932), lexical overlap between paragraphs (β = 0.434), and mean length of clauses via lexical decision reaction time scores (β = 0.607). These findings indicate that higher-rated essays tend to contain more sophisticated words that elicited longer response times in lexical decision tasks, greater lexical overlap between paragraphs, and longer clauses accompanying more sophisticated words. Implications for evaluating lexical, syntactic, and cohesive features in L2 writing are discussed.

      PubDate: 2018-04-15T20:42:55Z
      DOI: 10.1016/j.asw.2018.03.002
      Issue No: Vol. 37 (2018)
       
  • Comparing the outcomes of two different approaches to CEFR-based rating of
           students’ writing performances across two European countries
    • Authors: Franz Holzknecht; Ari Huhta; Iasonas Lamprianou
      Pages: 57 - 67
      Abstract: Publication date: July 2018
      Source:Assessing Writing, Volume 37
      Author(s): Franz Holzknecht, Ari Huhta, Iasonas Lamprianou
      This study investigated to what extent two teams of experienced raters from different European countries (Finland and Austria), using their own CEFR-based rating scale (one holistic and one analytic), agreed on the CEFR level of students’ writing performances. Both teams rated one hundred performances written by Austrian secondary school students based on two tasks. The Finnish raters (N = 3) applied a holistic CEFR-linked rating scale consisting of verbatim CEFR descriptors developed in Finland, while the Austrian team (N = 6) used an analytic CEFR-linked rating scale consisting of four criteria developed in Austria. The ratings were analysed using the Rasch model. Although there were individual differences in rater severity among both teams of raters, a clear pattern emerged from the data: The Austrian raters were slightly more lenient than the Finnish raters. Although there was a statistically significant difference in rater severity between the two groups, the actual scope of disagreement was small. Thus, overall, the two teams agreed to a large extent on the CEFR levels of the participants.

      PubDate: 2018-06-01T00:23:05Z
      DOI: 10.1016/j.asw.2018.03.009
      Issue No: Vol. 37 (2018)
       
  • From assessing to teaching writing: What teachers prioritize
    • Authors: Sarah W. Beck; Lorena Llosa; Kristin Black; Alyssa T.G. Anderson
      Pages: 68 - 77
      Abstract: Publication date: July 2018
      Source:Assessing Writing, Volume 37
      Author(s): Sarah W. Beck, Lorena Llosa, Kristin Black, Alyssa T.G. Anderson
      In order to improve writing instruction teachers must be able to identify students’ challenges with writing and to specify instruction that will address those challenges. This study examines the instructional priorities that U.S. high school teachers set based on both their typical methods of writing assessment and a think-aloud protocol (TAP) assessment that we designed. Five 9th and 10th grade teachers were interviewed twice about the writing performance of three of their students, the first time following their typical assessments and the second time following the TAP Assessment. After the initial assessment, teachers’ instructional priorities were more product- than process-focused. After the TAP Assessment the teachers' instructional priorities included more aspects of the writing process although they still overlooked certain important processes such as analysis of source text. An implication of this finding is that professional development for teachers of writing should provide instructional strategies that enable teachers to act on writing assessment data in a way that addresses all facets of composing.

      PubDate: 2018-06-01T00:23:05Z
      DOI: 10.1016/j.asw.2018.03.003
      Issue No: Vol. 37 (2018)
       
  • Editorial
    • Authors: David Slomp; Martin East
      Abstract: Publication date: January 2018
      Source:Assessing Writing, Volume 35
      Author(s): David Slomp, Martin East


      PubDate: 2018-02-25T18:35:25Z
      DOI: 10.1016/j.asw.2018.02.001
      Issue No: Vol. 35 (2018)
       
  • Effects of indirect coded corrective feedback with and without short
           affective teacher comments on L2 writing performance, learner uptake and
           motivation
    • Authors: Chiachieh Tang; Yeu-Ting Liu
      Pages: 26 - 40
      Abstract: Publication date: January 2018
      Source:Assessing Writing, Volume 35
      Author(s): Chiachieh Tang, Yeu-Ting Liu
      Though studies have shown the benefits of oral corrective feedback (CF), there is a paucity of research exploring the potency of indirect written CF. Studies have indicated the need of further research on indirect written CF and teacher comments as a way to encourage L2 learners to be better writers. To this end, this study investigated if indirect coded correction feedback (ICCF) and short affective comments were more effective than ICCF alone in enhancing L2 learners’ writing performance, uptake, and motivation. L2 learner participants (n = 56) received the two aforementioned feedback modes and completed three writing tasks at successive times. Analyses of the writings showed a significant improvement in overall writing performance and learner uptake irrespective of the feedback mode they received. This seems to indicate that adding affective comments to ICCF did not significantly boost L2 learners’ writing; however, further analysis of the participants’ questionnaire data showed that the addition did foster a positive mindset motivating them to take further actions to improve their writing and that the pedagogical potency of ICCF and short affective comments seems to be complementary. Pedagogical implications and applications for how ICCF and short affective teacher comments can impact L2 writing are provided.
      Graphical abstract image

      PubDate: 2018-02-05T16:45:38Z
      DOI: 10.1016/j.asw.2017.12.002
      Issue No: Vol. 35 (2018)
       
  • Examining the validity of an analytic rating scale for a Spanish test for
           academic purposes using the argument-based approach to validation
    • Authors: Arturo Mendoza; Ute Knoch
      Pages: 41 - 55
      Abstract: Publication date: January 2018
      Source:Assessing Writing, Volume 35
      Author(s): Arturo Mendoza, Ute Knoch
      Rating scales are used to assess the performance of examinees presented with open-ended tasks. Drawing on an argument-based approach to validation, this study reports on the development of an analytic rating scale designed for a Spanish test for academic purposes. The study is one of the first that sets out the detailed scale development and validation activities for a rating scale for Spanish as a second language. The rating scale was grounded in a communicative competence model and developed and validated over two phases. The first version was trialed by five raters, and its quality was analyzed by means of many-facet Rasch measurement. Based on the raters’ experience and on the statistical results, the rating scale was modified and a second version was trialed by six raters. After the rating process, raters were sent an online questionnaire in order to collect their opinions and perceptions of the rating scale, the training and the feedback provided during the rating process. The results suggest the rating scale was of good quality and raters’ comments were generally positive, although they mentioned that more samples and training were needed. The study has implications for rating scale development and validation for languages other than English.

      PubDate: 2018-02-05T16:45:38Z
      DOI: 10.1016/j.asw.2017.12.003
      Issue No: Vol. 35 (2018)
       
  • Paper-based vs computer-based writing assessment: divergent, equivalent or
           complementary'
    • Abstract: Publication date: April 2018
      Source:Assessing Writing, Volume 36


      PubDate: 2018-06-01T00:23:05Z
       
  • Show me your true colours: Scaffolding formative academic literacy
           assessment through an online learning platform
    • Authors: Weronika Fernando
      Abstract: Publication date: Available online 10 April 2018
      Source:Assessing Writing
      Author(s): Weronika Fernando
      In higher education, formative academic literacy assessment tends to prioritise the product, i.e. a written text, rather than the writing processes, i.e. an active and focused reading which leads to the development of an evidence-based argument. This paper shifts the emphasis from the written product to the writing processes and investigates the effectiveness of formative academic literacy assessment in facilitating students’ engagement with composing processes and in helping them develop evidence-based writing. The study was conducted on a presessional programme, involved 15 students and used an online learning platform to stimulate students’ criticality, evidence their active reading, and compile their formative essay in incremental steps of note-taking, outlining and paragraphing. Collected data (outlines/essays with feedback, student-generated digital artefacts, and questionnaires/follow-up interviews) were analysed qualitatively, employing genre/inductive analysis for student writing, semiotic analysis for students’ digital sites, and thematic analysis for questionnaires/interviews. The findings indicate that emphasising composing processes and utilising an online platform to scaffold formative academic literacy assessment boosts students’ understanding of text composition and helps to uncover and overcome difficulties encountered by student-writers while learning to write. The discussion highlights the educational value of online learning platforms and the affordances of multimodal resources in creating innovative assessment practices.

      PubDate: 2018-04-15T20:42:55Z
      DOI: 10.1016/j.asw.2018.03.005
       
  • Researching the comparability of paper-based and computer-based delivery
           in a high-stakes writing test
    • Authors: Sathena Chan; Stephen Bax; Cyril Weir
      Abstract: Publication date: Available online 7 April 2018
      Source:Assessing Writing
      Author(s): Sathena Chan, Stephen Bax, Cyril Weir
      International language testing bodies are now moving rapidly towards using computers for many areas of English language assessment, despite the fact that research on comparability with paper-based assessment is still relatively limited in key areas. This study contributes to the debate by researching the comparability of a high-stakes EAP writing test (IELTS) in two delivery modes, paper-based (PB) and computer-based (CB). The study investigated 153 test takers’ performances and their cognitive processes on IELTS Academic Writing Task 2 in the two modes, and the possible effect of computer familiarity on their test scores. Many-Facet Rasch Measurement (MFRM) was used to examine the difference in test takers’ scores between the two modes, in relation to their overall and analytic scores. By means of questionnaires and interviews, we investigated the cognitive processes students employed under the two conditions of the test. A major contribution of our study is its use – for the first time in the computer-based writing assessment literature – of data from research into undergraudates’ cognitive processes within real-world academic settings as a comparison with test takers’ cognitive processes during academic writing under test conditions. In summary, this study offers important new insights into academic writing assessment in the computer mode.

      PubDate: 2018-04-15T20:42:55Z
      DOI: 10.1016/j.asw.2018.03.008
       
  • Exploring the potential of process-tracing technologies to support
           assessment for learning of L2 writing
    • Authors: Jim Ranalli; Hui-Hsien Feng; Evgeny Chukharev-Hudilainen
      Abstract: Publication date: Available online 7 April 2018
      Source:Assessing Writing
      Author(s): Jim Ranalli, Hui-Hsien Feng, Evgeny Chukharev-Hudilainen
      Assessment for learning (AfL) seeks to support instruction by providing information about students’ current state of learning, the desired end state of learning, and ways to close the gap. AfL of second-language (L2) writing faces challenges insofar as feedback from instructors tends to focus on written products while neglecting most of the processes that gave rise to them, such as planning, formulation, and evaluation. Meanwhile, researchers studying writing processes have been using keystroke logging (KL) and eye-tracking (ET) to analyze and visualize process engagement. This study explores whether such technologies can support more meaningful AfL of L2 writing. Two Chinese L1 students studying at a U.S. university who served as case studies completed a series of argumentative writing tasks while a KL-ET system traced their processes and then produced visualizations that were used for individualized tutoring. Data sources included the visualizations, tutoring-session transcripts, the participants’ assessed final essays, and written reflections. Findings showed the technologies, in combination with the assessment dialogues they facilitated, made it possible to (1) position the participants in relation to developmental models of writing; (2) identify and address problems with planning, formulation, and revision; and (3) reveal deep-seated motivational issues that constrained the participants’ learning.
      Graphical abstract image

      PubDate: 2018-04-15T20:42:55Z
      DOI: 10.1016/j.asw.2018.03.007
       
  • Examining the comparability between paper- and computer-based versions of
           an integrated writing placement test
    • Authors: Ha Ram Kim; Melissa Bowles; Xun Yan; Sun Joo Chung
      Abstract: Publication date: Available online 5 April 2018
      Source:Assessing Writing
      Author(s): Ha Ram Kim, Melissa Bowles, Xun Yan, Sun Joo Chung
      The English Placement Test (EPT) is a process-oriented integrated writing placement test for newly-admitted international students at the University of Illinois at Urbana-Champaign. In order to meet student demand, since 2012 the EPT has been administered in both paper-pencil (on-campus) and computer-delivered (online) versions. Both versions feature a two-draft essay writing process and have identical testing procedures except that the online EPT does not have a peer review session, which is built into the on-campus test. This study examined the comparability of the on-campus and online versions, focusing on essay quality and examinee preference among 26 examinees who took both versions within a week, in counterbalanced order. Essay quality was measured in terms of linguistic (complexity, accuracy, fluency) and rhetorical features (integration of sources, progression of ideas, argument effectiveness). No meaningful differences in essay quality were observed between the two versions, although online essays were slightly longer. Post-test questionnaire responses revealed that a majority of test-takers preferred the online version for its convenience. We discussed the advantages and disadvantages of including peer review in writing placement tests, and we concluded by providing recommendations for evaluating comparability as a part of standard quality control practice in local tests.

      PubDate: 2018-04-15T20:42:55Z
      DOI: 10.1016/j.asw.2018.03.006
       
  • The effects of writing mode and computer ability on L2 test-takers' essay
           characteristics and scores
    • Authors: Khaled Barkaoui; Ibtissem Knouzi
      Abstract: Publication date: Available online 11 March 2018
      Source:Assessing Writing
      Author(s): Khaled Barkaoui, Ibtissem Knouzi
      This exploratory study examined the effects of writing mode (computer vs. paper) and computer ability on the scores and linguistic characteristics of essays written in response to a second-language (L2) writing test. Each of 97 test-takers, with two levels of English language proficiency (ELP; low vs. high) and two levels of keyboarding skills (low vs. high,) responded to two equivalent writing tasks, one on paper and one on the computer. Test-takers' written responses were then marked holistically and analysed in terms of various writing features. The findings indicated that writing mode had significant effects on measures of fluency, lexical complexity, cohesion, and content, but not writing scores. Keyboarding skills had significant, but small, effects on measures of fluency, local cohesion, and writing scores, while ELP had significant, large effects on writing scores and measures of fluency, accuracy, and lexical complexity. Overall, the findings suggest that writing mode and keyboarding skills do not seem to seriously affect performance on computer-based L2 writing tests perhaps because of the growing familiarity and proficiency of the target population with using computers to write in English.

      PubDate: 2018-04-15T20:42:55Z
      DOI: 10.1016/j.asw.2018.02.005
       
  • Student engagement with teacher and automated feedback on L2 writing
    • Authors: Zhe (Victor) Zhang; Ken Hyland
      Abstract: Publication date: Available online 7 March 2018
      Source:Assessing Writing
      Author(s): Zhe (Victor) Zhang, Ken Hyland
      Research on feedback in second language writing has grown enormously in the past 20 years and has expanded to include studies comparing human raters and automated writing evaluation (AWE) programmes. However, we know little about the ways students engage with these different sources of feedback or their relative impact on writing over time. This naturalistic case study addresses this gap, looking at how two Chinese students of English engage with both teacher and AWE feedback on their writing over a 16-week semester. Drawing on student texts, teacher feedback, AWE feedback, and student interviews, we identify the strengths and weaknesses of both types of feedback and show how engagement is a crucial mediating variable in the use students make of feedback and the impact it has on their writing development. We argue that engagement is a key factor in the success of formative assessment in teaching contexts where multiple drafting is employed. Our results show that different sources of formative assessment have great potential in facilitating student involvement in writing tasks and we highlight some of these pedagogical implications for promoting student engagement with teacher and AWE feedback.

      PubDate: 2018-04-15T20:42:55Z
      DOI: 10.1016/j.asw.2018.02.004
       
  • Going online: The effect of mode of delivery on performances and
           perceptions on an English L2 writing test suite
    • Authors: Tineke Brunfaut; Luke Harding; Aaron Olaf Batty
      Abstract: Publication date: Available online 26 February 2018
      Source:Assessing Writing
      Author(s): Tineke Brunfaut, Luke Harding, Aaron Olaf Batty
      In response to changing stakeholder needs, large-scale language test providers have increasingly considered the feasibility of delivering paper-based examinations online. Evidence is required, however, to determine whether online delivery of writing tests results in changes to writing performance reflected in differential test scores across delivery modes, and whether test-takers hold favourable perceptions of online delivery. The current study aimed to determine the effect of delivery mode on the two writing tasks (reading-into-writing and extended writing) within the Trinity College London Integrated Skills in English (ISE) test suite across three proficiency levels (CEFR B1-C1). 283 test-takers (107 at ISE I/B1, 109 at ISE II/B2, and 67 at ISE III/C1) completed both writing tasks in paper-based and online mode. Test-takers also completed a questionnaire to gauge perceptions of the impact, usability and fairness of the delivery modes. Many-facet Rasch measurement (MFRM) analysis of scores revealed that delivery mode had no discernible effect, apart from the reading-into-writing task at ISE I, where the paper-based mode was slightly easier. Test-takers generally held more positive perceptions of the online delivery mode, although technical problems were reported. Findings are discussed with reference to the need for further research into interactions between delivery mode, task and level.

      PubDate: 2018-04-15T20:42:55Z
      DOI: 10.1016/j.asw.2018.02.003
       
  • Call for papers 25th Anniversary Themed Issue: Framing the Future of
           Writing Assessment
    • Abstract: Publication date: January 2018
      Source:Assessing Writing, Volume 35


      PubDate: 2018-02-25T18:35:25Z
       
  • Analysis of syntactic complexity in secondary education ELF writers at
           different proficiency levels
    • Authors: Ana Cristina Lahuerta Martínez
      Pages: 1 - 11
      Abstract: Publication date: January 2018
      Source:Assessing Writing, Volume 35
      Author(s): Ana Cristina Lahuerta Martínez
      The present study examines differences in syntactic complexity in English writing among lower intermediate and intermediate secondary education writers by means of quantitative measures of syntactic complexity, and compares the scores on the selected syntactic complexity measures with holistic ratings of learners’ overall writing quality. We examined the writing of 188 students at years 3 (lower intermediate) and 4 (intermediate) of secondary education including gender in the analysis. Essays were evaluated by holistic ratings of writing quality and quantitative measures gauging complexification at the sentential, the clausal, and the phrasal level of syntactic organisation. Data revealed significant strong correlations between the holistic ratings and all but one of the complexity metrics. The scores on the general quality of the writings and on all syntactic complexity measures increased from grade 3 to grade 4 and for all but one sentential complexity measure (compound-complex sentence ratio) the increase was statistically significant. Girls obtained a higher score in the general quality of the compositions and in all the measures examined, and for four measures the difference in score was significant.

      PubDate: 2017-12-13T09:30:53Z
      DOI: 10.1016/j.asw.2017.11.002
      Issue No: Vol. 35 (2017)
       
  • From independent ratings to communal ratings: A study of CWA raters’
           decision-making behaviors
    • Authors: Vivian Lindhardsen
      Pages: 12 - 25
      Abstract: Publication date: January 2018
      Source:Assessing Writing, Volume 35
      Author(s): Vivian Lindhardsen
      The present exploratory study maps the decision-making behaviors of raters in a well-established communal writing assessment (CWA) context, tracing their behaviors all the way from independent rating sessions, where initial images and judgments are formed, to communal rating sessions, where final scores are assigned on the basis of collaboration between two raters. Results from think-aloud protocols, recorded discussions, and retrospective reports from 20 experienced raters rating 15 EFL essays showed that when moving from independent ratings to communal ratings, raters gradually refined their assessments and balanced their attention more evenly among the official assessment criteria to reach what they believed to be more accurate scores. These interpretations support a hermeneutic rather than a psychometric approach to establishing the validity of the CWA practices.

      PubDate: 2017-12-27T12:17:19Z
      DOI: 10.1016/j.asw.2017.12.004
      Issue No: Vol. 35 (2017)
       
  • Miroslaw Pawlak (ed.) Error Correction in the Foreign Language Classroom:
           Reconsidering the Issues. Springer-Verlag, Berlin, Heidelberg (2015).
    • Authors: Shima Ghahari
      Abstract: Publication date: Available online 12 December 2017
      Source:Assessing Writing
      Author(s): Shima Ghahari


      PubDate: 2017-12-13T09:30:53Z
       
 
 
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