Writing Assessment

Kimberly Guppy October 16, 2013

The mediation of technology in ESL writing and its implications for writing assessment.
Jiang Li Assessing Writing 11 (2006) 5-21

Participants & Methods

21 adult MandarinChinese speakers with
computer and once with pen and paper. these aspects of writing:

Organization Argumentation Linguistic accuracy Linguistic appropriacy

advanced English proficiency, computer savvy.

Created two argumentative essays, once with Assessment to identify influence of computers on
Communicative quality

Interpretative Data

Interpretative Data

Conclusion
Use of computers in writing
assessment allows for greater high level revision compared to pen-and-paper tests. Use of computers may allow test takers to create better arguments within essay-format exams. More data needs to be collected on the use of this medium for different level English Language Learners.

Writing Assessment
Feruz Akobirov October 16, 2013

Effects of Dynamic Corrective Feedback on ESL Writing Accuracy

Hartshorn, Evans, Merrill, Sudweeks, Strong-Krause & Anderson TESOL Quarterly 44:1 84-109 2010

Dynamic WCF
Article provides instructional strategy
for improving students accuracy in writing. feedback (WCF) for teaching ESL. students, one using a conventional process and the other using dynamic WCF.

Use of dynamic written corrective

Methodology tested on two groups of

Conclusion
This study has shown that dynamic WCF, based on
insights from practice and theory, has helped ESL students improve the accuracy of their writing.

Perhaps the time has come to reframe the WCF debate

Though additional research is needed to test the benefits

of dynamic WCF in other learning contexts and to answer additional questions about the best ways to use WCF, these findings should be valuable to program administrators and practitioners who strive to help their ESL students write more accurately.

to focus less on whether WCF is effective and more on how to use WCF to help students learn to write more accurately. practitioners with information that can inform pedagogy in ways that are both meaningful and practical. steep and with challenges, this study suggest that substantial progress may be possible. instruction, coupled with ongoing practice and dynamic WCF, may hasten many L2 learners along this important path in their language development.

In doing so, related research should focus on providing

Although the path toward accurate ESL writing may be

Writing Assessment
Behnaz Darban October 16, 2013

Self-assessment and Peer-assessment: A Comparative Study of Their Effect on Writing Performance and Rating Accuracy
Parviz Birjandi and Masood Siyyari Iranian Journal of Applied Linguistics 13(1). 23-45

Participants & Methods

Purpose of study: to see the effect of self and
peer assessment on paragraph writing performance and rating accuracy. 198 adult students studying different English language majors, from three different universities at undergraduate level. The writing scale: Three raters scored students paragraphs using the
scale.

Students also used the scale for the purpose of selfand peer-assessment.

Data Collection
A pretest was administered. Peer assessment group: they exchanged their paragraphs with their classmates for nine
sessions.

Self-assessment group: they rated their own paragraphs for nine sessions. A post-test was administered to check the students improvement in writing performance
and rating accuracy.

All participant, both control and experimental groups, received raters feedback on their
paragraph writing including written and oral comments on the aspects of writing which needed revision or deserved praise.

Data Analysis and Results:

All the 3 groups showed
gradual improvement in their writing performance after nine sessions

The peer assessment

group outperformed the other two groups in the post test.

Data Analysis and Results:

The self and peer
assessment groups improved in their writing performance more significantly than the control group.