Assessing Writing最新文献_第10页

Writing productivity development in elementary school: A systematic review 小学写作能力的培养：系统回顾

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-03-27 DOI: 10.1016/j.asw.2024.100834

Catherine Martin , Julie E. Dockrell

{"title":"Writing productivity development in elementary school: A systematic review","authors":"Catherine Martin , Julie E. Dockrell","doi":"10.1016/j.asw.2024.100834","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100834","url":null,"abstract":"<div><p>The ability to produce fluent and coherent written text impacts learning and attainments. Valid and reliable assessments of writing are needed to monitor progression, develop goals for writing and identify struggling writers. In order to inform practice and research a systematic review was conducted to investigate which writing productivity measures captured writing development and identified struggling writers in elementary school. Sixty-seven empirical studies were identified for inclusion, appraised, and their data extracted under the themes of writing genre, duration of writing task, use of priming of topic knowledge prior to the writing assessment, use of planning time, writing modality, gender, age of participants and learning difficulties. Total Number of Words and Correct Word Sequences were the most common means of measuring productivity. Productivity varied significantly between genres and durations of writing tasks and was higher in girls than boys. Students with learning difficulties scored significantly lower in writing productivity when compared to typically developing peers. Insufficient research was available to draw conclusions regarding the effects of priming of topic knowledge, planning and modality on writing productivity. Study limitations, links to the assessment of writing and recommended further research are discussed.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"60 ","pages":"Article 100834"},"PeriodicalIF":3.9,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1075293524000278/pdfft?md5=4ad6ec60a7c0a2285ea5a8ba6523a7dc&pid=1-s2.0-S1075293524000278-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140296575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparing trained EFL peer reviewers’ feedback: From claim to reality 比较受过培训的 EFL 同行评审员的反馈意见：从主张到现实

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-03-21 DOI: 10.1016/j.asw.2024.100836

Alireza Memari Hanjani

引用次数: 0

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-03-13 DOI: 10.1016/j.asw.2024.100835

Yan Yang

引用次数: 0

The associations among growth mindsets, the ideal L2 writing self, and L2 writing enjoyment and their impacts on L2 English writing performance: A gender difference perspective 成长心态、理想的 L2 写作自我和 L2 写作乐趣之间的关联及其对 L2 英语写作成绩的影响：性别差异视角

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-03-11 DOI: 10.1016/j.asw.2024.100832

Yuan Yao , Xinhua Zhu , Jianling Zhan

{"title":"The associations among growth mindsets, the ideal L2 writing self, and L2 writing enjoyment and their impacts on L2 English writing performance: A gender difference perspective","authors":"Yuan Yao , Xinhua Zhu , Jianling Zhan","doi":"10.1016/j.asw.2024.100832","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100832","url":null,"abstract":"<div><p>Recently, researchers are paying increasing attention to the influence of second language (L2) writers’ personal beliefs on writing learning experiences and outcomes. Drawing on the Positive Psychology approach and from a gender difference perspective, this study investigates the relationships among two important motivational factors (i.e., growth mindsets and the ideal L2 writing self) and L2 writing enjoyment, as well as the impacts of these three positive mentalities on English writing performance with 679 12th grade high school students in mainland China. Independent sample t-tests results indicated that female students had significantly better English writing performance and higher levels of the three mentalities, although the effect sizes of the differences were small. Our multi-group structural equation model reported positive associations among the three mentalities for both male and female students. Growth mindsets were more influential for male students, whereas the ideal L2 writing self more influential for female students. In terms of the influence of the three mentalities on English writing performance, only the ideal L2 writing self was a significant predictor for female students. Pedagogical suggestions are provided based on the findings.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"60 ","pages":"Article 100832"},"PeriodicalIF":3.9,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140104185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessing writing and spelling interest and self-beliefs: Does the type of pictorial support affect first and third graders’ responses? 评估写作和拼写兴趣及自信心：图画支持的类型会影响一年级和三年级学生的反应吗？

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-03-10 DOI: 10.1016/j.asw.2024.100833

Aline Alves-Wold , Bente Rigmor Walgermo , Njål Foldnes

{"title":"Assessing writing and spelling interest and self-beliefs: Does the type of pictorial support affect first and third graders’ responses?","authors":"Aline Alves-Wold , Bente Rigmor Walgermo , Njål Foldnes","doi":"10.1016/j.asw.2024.100833","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100833","url":null,"abstract":"<div><p>An array of pictorial supports (e.g., emojis, geometrical figures, animals) is often used in studies assessing young students’ writing motivation with Likert scales. However, although these images may influence the students’ responses, sufficient rationales for these choices are often absent from the studies. To the best of our knowledge, the present study is the first to investigate two different types of pictorial support (circles vs. faces) in Likert scales assessing first and third graders’ writing interest, self-concept, and spelling interest and self-efficacy. The samples consist of 2197 first graders (mean age 6.8 years) and 1740 third graders (mean age 8.4 years). Results show statistically significant differences among the scales indicating that when face-scales are used, first-graders skip motivation items more often, and students in both grades avoid the minimum values of the scale more often. Gender differences are also found indicating that when face-scales are used, boys in third grade avoid maximum values more often, and girls in both grades avoid the minimum values more often. These findings suggest that the use of circle-scales compared to face-scales seem more appropriate in scales measuring young students’ writing and spelling interest and self-beliefs.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"60 ","pages":"Article 100833"},"PeriodicalIF":3.9,"publicationDate":"2024-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1075293524000266/pdfft?md5=4d11341a0d40c0ba450a7679f146a437&pid=1-s2.0-S1075293524000266-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140069289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-03-01 DOI: 10.1016/j.asw.2024.100831

Jiabao Zhong , Qiaoyu Min

引用次数: 0

Writing assessment and feedback literacy: Where do we stand and where can we go? 写作评估与反馈素养：何去何从？

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-02-27 DOI: 10.1016/j.asw.2024.100829

Shulin Yu , Icy Lee

引用次数: 0

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-02-19 DOI: 10.1016/j.asw.2024.100812

Alexánder Ramírez-Espinosa

引用次数: 0

Establishing analytic score profiles for large-scale L2 writing assessment: The case of the CET-4 writing test 为大规模 L2 写作评估建立分析分数档案：以 CET-4 写作测试为例

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-02-19 DOI: 10.1016/j.asw.2024.100826

Shaoyan Zou , Xun Yan , Jason Fan

{"title":"Establishing analytic score profiles for large-scale L2 writing assessment: The case of the CET-4 writing test","authors":"Shaoyan Zou , Xun Yan , Jason Fan","doi":"10.1016/j.asw.2024.100826","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100826","url":null,"abstract":"<div><p>This study addresses a critical need in large-scale L2 writing assessment by emphasizing the significance of tailoring assessments to specific teaching and learning contexts. Focusing on the CET-4 writing test in China, the research unfolded in two phases. In Phase I, an empirically-developed analytic rating scale designed for the CET-4 writing test was rigorously validated. Twenty-one raters used this scale to rate 30 essays, and Many-Facets Rasch Model (MFRM) analysis was performed on the rating data. The outcomes demonstrate the scale’s robustness in effectively differentiating examinees’ writing performance, ensuring consistency among raters, and mitigating rater variation at both individual and group level. Phase II extends the research scope by applying the validated scale to score 142 CET-4 writing scripts. Utilizing Hierarchical and K-Means cluster analyses, this phase unveils three distinct score profiles. These findings are significant for both the CET-4 writing test and other L2 large-scale writing assessment. Theoretically, this study introduces a perspective that aims to enhance our understanding of learners’ performance in large-scale L2 writing assessment. Methodologically, this study presents a framework that integrates the validation of the rating scale with the identification of distinct score clusters, thus aiming to provide a more detailed solution for tailoring assessments to specific learning contexts.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"60 ","pages":"Article 100826"},"PeriodicalIF":3.9,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139907854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Validity of automated essay scores for elementary-age English language learners: Evidence of bias? 针对小学英语学习者的自动作文评分的有效性：偏见的证据？

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-02-17 DOI: 10.1016/j.asw.2024.100815

Joshua Wilson , Yue Huang

{"title":"Validity of automated essay scores for elementary-age English language learners: Evidence of bias?","authors":"Joshua Wilson , Yue Huang","doi":"10.1016/j.asw.2024.100815","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100815","url":null,"abstract":"<div><p>Given increased prevalence of automated writing evaluation (AWE) systems in classroom settings, more research is needed to explore the potential for bias in automated scores with respect to English language learners (ELLs). Thus, this research study investigated and compared the predictive validity of automated and human scoring methods for elementary-age English ELLs on a writing test designed for ELLs and a state writing test designed for the general population. This study focused on the MI Write AWE system and sampled 2829 students comprising ELLs and non-ELLs in Grades 3–5. Results of multilevel regression analyses and simple slopes estimation indicated that, for ELLs, the automated MI Write score had similar predictive validity to the human score for both writing tests. However, automated and human scores for ELLs were less closely related to the state writing test score than scores for non-ELL students. Findings suggest that MI Write’s automated scoring was not uniquely biased relative to human scoring but does reproduce the same biases evident with human scoring. Implications and directions for future research are discussed.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"60 ","pages":"Article 100815"},"PeriodicalIF":3.9,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139898550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0