K-12 Writing - Assessment
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Exploring the Dynamics of Second Language Writing
CY147/Kroll-FM CY147/Kroll 0 521 82292 0 January 15, 2003 12:46 Char Count= 0 Exploring the Dynamics of Second Language Writing Edited by Barbara Kroll California State University, Northridge v CY147/Kroll-FM CY147/Kroll 0 521 82292 0 January 15, 2003 12:46 Char Count= 0 published by the press syndicate of the university of cambridge The Pitt Building, Trumpington Street, Cambridge, United Kingdom cambridge university press The Edinburgh Building, Cambridge CB2 2RU, UK 40 West 20th Street, New York, NY 10011-4211, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de Alarcon´ 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa http://www.cambridge.org C Cambridge University Press 2003 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2003 Printed in the United States of America Typefaces Sabon 10.5/12 pt. and Arial System LATEX2ε [TB] A catalog record for this book is available from the British Library. Library of Congress Cataloging in Publication data Exploring the dynamics of second language writing / edited by Barbara Kroll. p. cm. – (The Cambridge applied linguistics series) Includes bibliographical references and index. ISBN 0-521-82292-0 (hardback) – ISBN 0-521-52983-2 (pbk.) 1. Language and languages – Study and teaching. 2. Composition (Language arts) 3. Rhetoric – Study and teaching. I. Kroll, -
Variation in Assessment
Variation in Assessment A Coh-Metrix Analysis of Evaluation of Written English in the Swedish Upper Secondary School Hugo Simion Malmcrona Department of English Individual Research Project (EN04GY) English Linguistics Autumn 2019 Supervisor: Alan McMillion Variation in Assessment A Coh-Metrix Analysis of Evaluation of Written English in the Swedish Upper Secondary School Hugo Simion Malmcrona Abstract Reliable evaluation is an important part of language education. However, reliable evaluation of student writing is notoriously difficult to achieve nationally. To better understand what evaluators value in upper secondary English education in Sweden this study has examined correlations between grading and linguistic variables in student writing using Coh-Metrix, a natural language processor. Previous studies in Hong Kong and the U.S. have shown that linguistic and lexical sophistication have a high correlation with good grades, while explicit cohesive devices have a negative correlation with grades. Results have varied depending on level of proficiency and there are indications that evaluators have cultural differences. Seventy-nine essays from the national test for the course English 6, from two different schools and teachers were analysed in this study. The study asked: What language variables correlate with grades, and how do two teachers differ in their value of quality? In order to answer this, correlations between grades and all 106 Coh-Metrix indices were calculated and t-tested for significance. The ten most highly correlating variables were then compiled, with very similar indices excluded. Correlation scores of the same variables but for both teachers separately were then compiled for comparison. The ten highest correlations for both teachers separately were also compiled along with scores for the same indices for the other teacher. -
Application of Coh-Metrix to Determine the Readability Level of Comprehension Texts a Case Study
APPLICATION OF COH-METRIX TO DETERMINE THE READABILITY LEVEL OF COMPREHENSION TEXTS A CASE STUDY 1BOITSHOKO E. OTLHOMILE, 2TSAONA S. MOKGWATHI, 3BENJAMIN M. MOGOTSI Department of Social Sciences & Academic Literacy, Department of Social Sciences & Academic Literacy, Department of Social Sciences & Academic Literacy Botswana International University of Science & Technology, Botswana International University of Science & Technology, Botswana International University of Science& Technology E-mail: [email protected], [email protected], [email protected] Abstract - This paper discusses how the Coh-Metrix system was used to measurereadability levelsof comprehension texts used by the teachers of English for classroom instruction at a junior secondary school. The researchers wanted to determine if the comprehension texts match the readability level of students at this level of education. This is important because all the students atthe school are not native speakers of English. Therefore, they are learning English as a Second Language (ESL). However, the authors of the majority of the English textbooks used in schools are native speakers of English.The study was qualitative in design and five (5) comprehension passages used by English Language teachers for assessment purposes were selected for this study. The data derived were analysed qualitatively. The results showed that random selection of English Language comprehension texts without subjecting them to a readability test such as the Coh-Metrix may compromise the quality of learning. The results also showed that the readability level of textbooks may contribute to the poor performance of ESL learnersand other subject areas. Index Terms - Coh-Metrix, Readability, Classroom Instruction, English as a Second Language I. -
Redalyc.Assessing EFL University Students' Writing: a Study of Score
REDIE. Revista Electrónica de Investigación Educativa E-ISSN: 1607-4041 [email protected] Universidad Autónoma de Baja California México González, Elsa Fernanda; Trejo, Nelly Paulina; Roux, Ruth Assessing EFL University Students’ Writing: A Study of Score Reliability REDIE. Revista Electrónica de Investigación Educativa, vol. 19, núm. 2, abril-junio, 2017, pp. 91-103 Universidad Autónoma de Baja California Ensenada, México Available in: http://www.redalyc.org/articulo.oa?id=15550741008 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative Vol. 19, Núm. 2, 2017 Assessing EFL University Students’ Writing: A Study of Score Reliability1 Evaluando la escritura de alumnos universitarios de EFL: estudio sobre la confiabilidad de las calificaciones Elsa Fernanda González (*) [email protected] Nelly Paulina Trejo (*) [email protected] Ruth Roux (*) [email protected] (*) Universidad Autónoma de Tamaulipas (Received: 17 October 2014; Accepted: 17 September 2015) How to cite: González, E. F., Trejo, N. P. & Roux, R. (2017). Assessing EFL university students’ writing: a study of score reliability. Revista Electrónica de Investigación Educativa, 19(2), 91-103. https://doi.org/10.24320/redie.2017.19.2.928 Abstract The assessment of English as a Foreign Language (EFL) writing is a complex activity that is subject to human judgment, which makes it difficult to achieve a fair, accurate and reliable assessment of student writing (Pearson, 2004: 117; Hamp-Lyons, 2003). This study reports on the variability that exists between the analytical grades that 11 Mexican EFL university teachers awarded to five writing samples. -
Investigating the Reading-To-Write Construct
Journal of English for Academic Purposes 7 (2008) 140e150 www.elsevier.com/locate/jeap Investigating the reading-to-write construct Yuly Asencio´n Delaney* Modern Languages Department, Northern Arizona University, Babbit Academic Annex, Office 202, Flagstaff, AZ 86011-6004, USA Abstract This study explored the extent to which the reading-to-write construct is the sum of one’s reading and writing abilities or an inde- pendent construct. The investigation included an analysis of (a) test tasks, (b) the relationship of test task scores and scores on reading and writing measures, and (c) the effects of proficiency level and educational level on reading-to-write performance. A sample of 139 participants performed two reading-to-write tasksda summary and a response essaydbased on the same source text. Results indicate that the test tasks were different dimensions of the reading-to-write ability, and that the reading-to-write ability seems to be a unique construct weakly associated with reading for comprehension and disassociated from writing an essay without background reading sup- port. In addition, it was found that language proficiency and educational level had a modest effect on the performance of the tasks. Ó 2008 Elsevier Ltd. All rights reserved. Keywords: L2 reading-to-write; L2 writing; L2 summary writing; L2 reading; EAP 1. Investigating the reading-to-write construct One of the primary tenets of communicative language learning has been the importance of integrative language tasks. This view has been reinforced by English for Specific Purposes (ESP) surveys showing that reading-to-write tasks are common in university settings (Bridgeman & Carson, 1983; Hale et al., 1996; Rosenfeld, Leung, & Oltman, 2001). -
Understanding Assessment As Learning in Writing Classrooms: the Case of Portfolio Assessment Ricky Lam A, * a Hong Kong Baptist University, Hong Kong
Iranian Journal of Language Teaching Research 6(3), (Oct., 2018) 19-36 19 Content list available at http://ijltr.urmia.ac.ir Iranian Journal of Language Teaching Research Urmia University Understanding Assessment as Learning in Writing Classrooms: The Case of Portfolio Assessment Ricky Lam a, * a Hong Kong Baptist University, Hong Kong A B S T R A C T In response to global assessment reforms, using assessment for learning (AfL) in various education jurisdictions is on the rise. However, using assessment as learning (AaL) appears to enjoy a low profile in language learning in general and in L2 writing in particular. To this end, the paper intends to describe what AaL is in relation to AfL, argue for its pedagogical values when applied in L2 writing classrooms, and propose suggestions on how to include AaL into existing curriculum and policy. The paper has three constructive outcomes. First, it provides scholars with a unifying and explicit notion of AaL. Second, it adds new insights to research that AaL is theoretically sound and pedagogically viable in the writing assessment landscape. Third, AaL is considered a much-needed twenty-first century study skill for life-long learning. The paper is structured into five sections. The first part introduces the origin, features, purposes of AaL in relation to AfL, followed by the aim of the paper. The second part discusses the theoretical underpinnings of AaL using the theories of formative assessment and self-regulated learning, emphasizing the significance of internal feedback in learning writing. The third part delineates various writing assessment trends, depicting a paradigm shift from large-scale to individualized assessments. -
Abdul-Hakim, I
African American English Bibliography A Abdul-Hakim, I. (2002). Florida preservice teachers' attitudes toward African-American Vernacular English. (Doctoral dissertation, The Florida State University, 2002), Dissertation Abstracts International 64(10). (AAT 3109259) Abrahams, R. D. (1962). Playing the dozens. Journal of American Folklore, 75, 209-218. Abrahams, R. D. (1964). Deep down in the jungle...: Negro narrative folklore from the streets of Philadelphia. Hatboro, PA: Folklore Associates. Abrahams, R. D. (1970). Rapping and capping: Black talk as art. In J. F. Szwed (Ed.), Black American (pp. 132-142). New York: Basic Books, Inc. Abrahams, R. D. (1972). Joking: The training of the man of words in talking broad. In T. Kochman (Ed.), Rappin' and stylin' out: Communication in black America (pp. 215-240). Urbana, IL: University of Illinois Press. Abrahams, R. D. (1974). Black talking on the streets. In R. Bauman & J. Sherzer (Eds.), Explorations in the ethnography of speaking (pp. 240-262). London: Cambridge University Press. Abrahams, R. D. (1975). Negotiating respect: Patterns of presentation among black women. In C. R. Farrer (Ed.), Women and folklore (pp. 58-80). Austin: University of Texas Press. Abrahams, R. D. (1976). Talking black. Rowley, MA: Newbury House. Abrahams, R. D. (1993). Black talking on the streets. In L. M. Cleary & M. D. Linn (Eds.), Linguistics for teachers (pp. 173-198). New York: McGraw-Hill. Adams, T. M., & Fuller, D. B. (2006). The words have changed but the ideology remains the same: Misogynistic lyrics in rap music. Journal of Black Studies, 36(6), 938- 957. Adger, C. T. (1994). Enhancing the delivery of services to black special education students from non-standard English backgrounds. -
Taking Tests (ACT Version)
UNIT 2 TAKING TESTS (ACT version) Lesson Descriptions Taking Tests 1: Introduction to ACT/SAT (ACT Version) Why should I take a college entrance exam (ACT or SAT), and how can I prepare? NOTE: This lesson requires coordination with your school counselor. It also requires making arrangements to use the computer lab. Taking Tests 2: ACT Practice Questions What kinds of questions will be on the ACT? Taking Tests 3: ACT Registration How do I register for the ACT? What do I need to know for the test day? NOTE: This lesson requires coordination with your school counselor. It also requires making arrangements to use the computer lab. Taking Tests 4: Workforce and Adult Education Tests What kinds of tests might I face when applying for jobs, the military, or vocational training? © 2010 Roads to Success. For information on re-use under our Creative Commons Attribution Non-Commercial Share Alike license, visit www.roadstosuccess.org. 119 PLANNING PYRAMID GRADE 11, Unit 2, Taking Tests (ACT version) Some Students Will: • Prepare to take the ACT using resources identified in class. Most Students Will: • Identify strategies for approaching ACT questions. • Register to take the ACT. • Decide whether or not to take the writing portion of the ACT. • Understand the mechanics of preparing for test day (For example, make sure your calculator has fresh batteries.) and know what to do after they arrive at the testing site. All Students Will: • Understand the purpose of the ACT. • Understand the types of questions included on the ACT. • Recognize that since there is no penalty for guessing on the ACT, it’s in their best interest to answer every question. -
Examining the Impact of Scoring Methods on the Institutional EFL Writing Assessment: a Turkish Perspective
PASAA Volume 53 January - June 2017 Examining the Impact of Scoring Methods on the Institutional EFL Writing Assessment: A Turkish Perspective Turgay Han Ordu University, Turkey Jinyan Huang Niagara University, USA Abstract Using generalizability (G-) theory and rater interviews as both quantitative and qualitative approaches, this study examined the impact of scoring methods (i.e., holistic versus analytic scoring) on the scoring variability and reliability of an EFL institutional writing assessment at a Turkish university. Ten raters were invited to rate 36 undergraduate argumentative essays first holistically and then analytically, with a three-week time interval. The quantitative results indicated that with proper rater training holistic scoring can produce as reliable and dependable assessment outcomes as analytic scoring. Similarly, the qualitative results revealed that all raters prefer using the holistic scoring method because it could help them not only assign fair and objective scores to essays but also facilitate their scoring process. Further, most raters agreed that the content of an essay was the most important factor that most affected their holistic scoring decision making of an essay. In contrast, all aspects of an essay (e.g., grammar, content, or organization) jointly affected their analytic scoring decision PASAA Vol. 53 January - June 2017 | 113 making of an essay. Important implications for EFL writing assessment professionals in the institutional assessment context are discussed. Keywords: EFL writing assessment, scoring methods, generalizability (G-) theory, rater interviews, rating variability, rating reliability. Introduction Assessing writing is a common type of language performance assessment (Barkaoui, 2008; Connor-Linton, 1995; Huang, 2012). Unlike multiple-choice assessment, the direct assessment of English as a second language (ESL) or English as a foreign language (EFL) students’ writing is both complex and challenging (Hamp-Lyons, 1995; Huang, 2010). -
University of Nevada, Reno the Rhetoric* of Writing Assessment A
University of Nevada, Reno The Rhetoric* of Writing Assessment A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in English by Katrina Love Miller Dr. Catherine Chaput / Dissertation Advisor May, 2016 Copyright by Katrina Love Miller 2016 All Rights Reserved THE GRADUATE SCHOOL We recommend that the dissertation prepared under our supervision by KATRINA LOVE MILLER Entitled The Rhetoric* of Writing Assessment be accepted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Dr. Catherine Chaput, Advisor Dr. Norbert Elliot, Committee Member Dr. James Webber., Committee Member Dr. William J. Macauley, Jr, Committee Member Dr. Dianna Townsend, Committee Member Dr. Amy Pason, Graduate School Representative David W. Zeh, Ph. D., Dean, Graduate School May, 2016 i Abstract The Rhetoric* of Writing Assessment uses strategic variations of rhetorical theory to reimagine writing assessment’s complicated disciplinary past and rethink its foundational concepts through its multifaceted rhetorical situatedness. Although scholars such as Bob Broad, Brian Huot, Patricia Lynne, Norbert Elliot, Edward M. White, and Kathleen Blake Yancey have long understood assessment as a rhetorically rich concept, this dissertation extends previous conceptions of writing assessment as a rhetorical act by adopting a generative theoretical framework that approaches writing assessment as a dynamic and relational rhetorical process influenced by a whole host of suasive forces. Situated at the theoretical crossroads of rhetoric and writing studies, this study relies on generative use of rhetorical theory and interpretive forecasting to frame the integrated analyses in each body chapter. In examining the rhetorical history of writing assessment as a field of study, the rhetorical circulation of writing assessment discourse, and the rhetorical relations between individuals and institutions, it articulates the complex rhetoricity of writing assessment as a theoretical construct and field of study. -
Reading and Writing Accompaniment for Future Preschool Teachers
Reading and writing accompaniment for future preschool teachers Allan Amador Díaz Rueda Magíster en Didáctica de la Lengua UIS Universidad Autónoma de Bucaramanga Bucaramanga, Santander, Colombia Correo electrónico del autor: [email protected] Artículo recibido: mayo 27 de 2029 Artículo aceptado: junio de 2019 Cómo citar este artículo: Diaz, R. Allan, A. (2019). Reading and writing accompaniment for future preschool teachers. Espiral, Revista de Docencia e Investigación, 9(2), 153 - 172. Abstract This document presents the systematization results of scenario, reading and writing are fundamental, the accompaniment to the reading and writing processes since they combine key elements for learning, of 21 undergraduate students of the Early Childhood such as the relationship between thought, Education program at UNAB University. The work languages, emotions, interactions and the consisted in the implementation of didactic sequences to elaborate reading cards, infographics, summaries and scientific development of communities. Hence reviews. The pedagogical actions were evaluated based the need to bet on the improvement of on the analysis of the teacher’s field diary records, the students’ communicative processes through products elaborated by the undergraduate students and the articulated development of humanistic, the results of a survey on their learning. It was concluded academic and professional training. that the participants showed signs of reading and writing as epistemic processes. To fulfill this purpose, the institution has, among other strategies, the “Expression” Keywords: Mother tongue teaching, reading, writing, pre-school teacher training. course in the first semester of undergraduate programs. The class is expected to train new Introduction students to strengthen their understanding and textual production in an autonomous way, The “Universidad Autónoma de Bucaramanga” through learning experiences that meet their (UNAB University) stipulates in its Development communication needs and expectations. -
A Coh-Metrix Study of Writings by Majors of Mechanic Engineering in the Vocational College
ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 5, No. 9, pp. 1929-1934, September 2015 DOI: http://dx.doi.org/10.17507/tpls.0509.23 A Coh-metrix Study of Writings by Majors of Mechanic Engineering in the Vocational College Ronggen Zhang Shanghai Publishing and Printing College, Shanghai, China Abstract—Through Co-Metrix analyses of the writings of the mechanic vocational students, some findings are as follows: First, the students prefer to use more concrete and familiar content words. Second, they seldom use pronouns and parallel structures, as a result, the writing is not central to the main idea and not coherent enough. Third, those in favor of simple sentences tend to prefer similar sentence structures and repetitive tenses and aspects. Fourth, they prefer to use overlapping pronouns and content words. Finally, the students use hypernymous verbs can make the writing more diverse in sentence structure. In summarizing the findings, the paper also gives some suggestions on how to improve the writing proficiency of the students. Index Terms—English exposition, corpus, Co-metrix, writing proficiency I. INTRODUCTION Coh-Metrix is a computational tool that produces indices of the linguistic and discourse representations of a text. Coh-Metrix was primarily used to improve reading comprehension in classrooms. Then it is used to calculate the coherence texts on many different measures and to study vocabulary (Graesser et al., 2004, 2011, 2013). Duncan (2008) uses Coh-Metrix to provide a computational linguistic analysis of the English-language biomedical research abstracts and posit how these conventions differ among native and nonnatice speakers of English.