Testing Writing Skills: A Selected Bibliography



ASSESSING SECOND LANGUAGE WRITING SKILLS:

SELECTED REFERENCES

(last updated 24 January 2012)

Ali, S. (2005). How effective is self-assessment in writing? In P. Davidson, C. Coombe, & W. Jones (Eds.), Assessment in the Arab world (pp. 307-322). Dubai: TESOL Arabia.

Allai, S. K., & Connor, U. (1991). Using performative assessment instruments with ESL student writers. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts. (pp. 227-240). Norwood, NJ: Ablex.

Amena, M. (2005). Identifying the processes of assessing writing using an analytic marking criteria. In P. Davidson, C. Coombe, & W. Jones (Eds.), Assessing second language writing in academic contexts (pp. 225-249). Norwood, NJ: Ablex.

Arthur, B. (1989). Short term changes in EFL composition skills. In C.A. Yorio, K. Perkins, & J. Schachter (Eds.), On TESOL ‘79: The learner in focus (pp. 330-342). Washington, DC: TESOL.

Attali, Y., & Burstein, J. (2006). Automated Essay Scoring with e-rater V.2. Journal of Technology, Learning, and Assessment (JTLA), 4(3).

Banerjee, J., Franceschina, F., Smith, A.M. (2007). Documenting features of written language production typical at different IELTS band score levels. In P. McGovern & S. Walsh (Eds.), IELTS Research Reports Volume 7 (pp. 241-309). Canberra: IELTS Australia.

Boldt, H. Valsecchi, M.I., & Cushing, S.C. (2001). Evaluation of student writing on text-responsible and non-text responsible writing tasks. MEXTESOL Journal, 24, 13-33.

Brodkey, D., & Young, R. (1981). Compositions correctness scores. TESOL Quarterly, 15(2), 159-168.

Brown, J. D. (1991). Do English and ESL faculties rate writing samples differently? TESOL Quarterly, 25(4), 587-603.

Brown, J. D., & Bailey, K.M. (1984). A categorical instrument for scoring second language writing skills. Language Learning, 34(4), 21-42.

Brown, J. D., Hilgers, T., & Marsella, J. (1991). Essay prompts and topics: Minimizing the effect of mean differences. Written Communicaton, 8, 533-556.

Burstein, J. (2003). The e-rater scoring engine: Automated essay scoring with natural language processing. In M. D. Shermis & J. C. Burstein (Eds.), Automated essay scoring: A cross disciplinary approach (pp. 113–121). Mahwah, NJ: Lawrence Erlbaum Associates.

Calfee, R., & Perfumo, P. (Eds.). (1996). Writing portfolios in the classroom: Policy and practice, promise and peril. Mahwah, NJ: Lawrence Erlbaum Associates.

Camp, R. (1993). Changing the model for direct assessment of writing. In M. Williamson & B. Huot (Eds.), Holistic scoring: Theoretical foundations and validation research (pp. 56-69). Cresskill, NJ: Hampton Press.

Carlise, R., & McKenna, E. (1991). Placement of ESL/EFL undergraduate writers in college-level writing programs. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 197-211). Norwood, NJ: Ablex.

Charney, D. (1984). The validity of using holistic scoring to evaluate writing. Research in the teaching of English, 18, 65-81.

Cizek, G. J., & Page, B. A. (2003). The concept of reliability in the context of automated essay scoring. In M. D. Shermis & J. Burstein (Eds.), Automated essay scoring: A cross-disciplinary perspective (pp. 125–145). Mahwah, NJ: Lawrence Erlbaum Associates.

Connor, U., & Carrell, P. (1983). The interpretation of tasks by writers and readers in holistically rated direct assessment of writing. In J. G. Carson & I. Leki (Eds.), Reading in the composition classroom (pp. 159-175). Mahwah, NJ: Lawrence Erlbaum Associates.

Connor, U., & Mbaye, A. (2002). Discourse approaches to writing assessment. Annual Review of Applied Linguistics, 22, 263-278.

Connor-Linton, J. (1995a). Crosscultural comparison of writing standards: American ESL and Japanese EFL. World Englishes, 14, 99-115.

Connor-Linton, J. (1995b). Looking behind the curtain: What do L2 composition ratings really mean? TESOL Quarterly, 29, 762-765.

Cooper, C. R., & Odell, L. (Eds.). (1999). Evaluating writing: The role of teacher’s knowledge about text, learning, and culture. Urbana, IL: National Council of Teachers of English.

Cooper, T.C. (1976). Measuring written syntactic patterns of second language learners of German. Journal of Educational Research, 69, 176-183.

Cumming, A. (1989). Writing expertise and second language proficiency. Language Learning, 39, 81-141.

Cumming, A. (1990). Expertise in evaluation second language composition. Language Testing, 7(1), 31-51.

Cumming, A. (1990). The thinking, interactions, and participation to foster in adult ESL literacy instruction. TESL Talk, 20, 34-51.

Cumming, A. (1997). The testing of second-language writing. In C. Clapham (Ed.), The encyclopedia of language and education: Volume 7. Language assessment (pp. 51-63). Dordrecht, The Netherlands: Kluwer.

Cumming, A. (1998). Theoretical perspectives on writing. Annual Review of Applied Linguistics, 18, 61-78.

Cumming, A. (2001). ESL/EFL instructors’ practices for writing assessment: Specific purposes or general purposes? Language Testing, 18(2), 207-224.

Cumming, A. (2001). Learning to write in a second language: Two decades of research. International Journal of English Studies 1(2), 1-23.

Cumming, A., Kantor, R., Baba, K., Erdosy, U., Eouanzoui, K., & James, M. (2005). Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL. Assessing Writing, 10, 5-43.

Cumming, A., Kantor, R., & Powers, D. E. (2002). Decision making while rating ESL/EFL writing tasks: A descriptive framework. Modern Language Journal, 86, 67-96.

Cumming, A., Kantor, R., Powers, D., Santos, T., & Taylor, C. (2000). TOEFL 2000 writing framework: A working paper. Princeton, NJ: Educational Testing Service.

DeRemer, M. (1998). Writing assessment: Raters’ elaboration of the rating task. Assessing Writing, 5, 7-29.

di Gennaro, K. (2009). Investigating differences in the writing performance of international and generation 1.5 students. Language Testing.

di Gennaro, K. (2008). Assessment of Generation 1.5 learners for placement into college writing courses. Journal of Basic Writing, 27(1), 61-79.

Dobson, B. (2007). Designing effective writing assessments for classroom contexts. In C. Irvine-Niakaris & A. Nebel (Eds.), 2nd Language Testing & Evaluation Forum, Teaching and testing: Opportunities for learning (pp. 7-19).Athens, Greece: Hellenic American Union.

Douglas, D. (2000). Specific purpose tests of reading and writing. Assessing languages for specific purposes (pp.189-245). Cambridge: Cambridge University Press.

Educational Testing Service. (1992). TOEFL Test of Written English guide. Princeton, NJ: Educational Testing Service.

Elbow, P. (1993). Ranking, evaluating and liking: Sorting out three forms of judgment. College English, 55(2), 187-206.

Elder, C., Knoch, U., & Zhang, R. (2009). Diagnosing the support needs of second language writers: Does the time allowance matter? TESOL Quarterly, 43, 2, 351-360.

Erdosy, M. U. (2004). Exploring variability in judging writing ability in a second language: A study of four experienced raters of ESL compositions. Princeton, NJ: ETS.

Esmaeili, H. (2002). Integrating reading and writing tasks and ESL students’ reading and writing performance in an English language test. The Canadian Modern Language Review, 58(4), 599-622.

Evola, J., Mamer, E., & Lentz, B. (1980). Discrete point versus global scoring for cohesive devices. In J. W. Oller & K. Perkins (Eds.), Research in language testing (pp. 177-181). Rowley, MA: Newbury House.

Faigley, L., Cherry, R. D., Jolliffe, D. A., & Skinner, A. M. (1985). Assessing writers’ knowledge and processes of composing. Norwood, NJ: Ablex.

Fawcett, S., Sandberg, A., & Pittman, M. S. (1987). Test package. Grassroots: The writer’s workbook. Boston, MA: Houghton Mifflin Company.

Feak, C., & Dobson, B. (1996). Building on the impromptu: A source-based academic writing assessment. College ESL, 6(1), 73-84.

Flahive, D. E., & Snow, B. G. (1980). Measures of syntactic complexity in evaluating ESL compositions. In J. W. Oller & K. Perkins (Eds.), Research in language testing (pp. 171-176). Rowley, MA: Newbury House.

Freedman, W. S. (1993). Linking large-scale testing and classroom portfolio assessments of student writing. Educational Assessment, 1(1), 27-52.

Frodeson, J., & Starna, N. (1999). Distinguishing incipient and functional bilingual writers: Assessment and instructional insights gained through second-language writer profiles. In L. Harklau, K. Losely, & M. Siegal (Eds.), Generation 1.5 meets college composition: Issues in the teaching of writing to U.S.-educated learners of ESL (pp. 61-80). Mahwah, NJ: Lawrence Erlbaum Associates.

Gaies, S. J. (1980). T-unit analysis in second language research: Applications, problems and limitations. TESOL Quarterly, 14, 53-60

Hamp-Lyons, L. (1987). Performance profiles for academic writing. In K. M. Bailey, T. L. Dale, & R.T. Clifford (Eds.), Language testing research: Selected papers from the 1986 Colloquium, (pp. 78-92). Monterey, CA: Defense Language Institute.

Hamp-Lyons, L. (1989). Raters respond to rhetoric in writing. In H. W. Dechert & M. Raupauch (Eds.), Interlingual processes (pp. 229-244). Tübingen: Gunter Narr.

Hamp-Lyons, L. (Ed.). (1991). Assessing second language writing in academic contexts. Norwood, NJ: Ablex Publishing.

Hamp-Lyons, L. (1991). Basic concepts. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 5-15). Norwood, NJ: Ablex.

Hamp-Lyons, L. (1991). Scoring procedures for ESL contexts. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 241-276). Norwood, NJ: Ablex.

Hamp-Lyons, L. (1994). Interweaving assessment and instruction in college ESL writing classes. College ESL, 4(1), 43-55.

Hamp-Lyons, L. (1996). The challenges of second-language writing assessment. In E. M. White, W. D. Lutz, & S. Kamusikiri (Eds.), Assessment of writing: Politics, policies, practices (pp. 226-240). New York: Modern Language Association.

Hamp-Lyons, L. (2001). Fourth generation writing assessment. In T. Silva & P. K. Matsuda (Eds.), On Second Language Writing (pp. 117–125). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Hamp-Lyons, L., & Condon, W. (1993). Questioning assumptions about portfolio-based assessment. College Composition and Communication, 44, 176-190.

Hamp-Lyons, L., & Condon, W. (2000). Assessing the portfolio: Principles for practice, theory, and research. Cresskill, NJ: Hampton Press.

Hamp-Lyons, L., & Henning, G. (1991). Communicative writing profiles: An investigation of the transferability of a multiple-trait scoring instrument across ESL writing assessment contexts. Language Learning, 41, 337-373.

Hamp-Lyons, L., & Kroll, B. (1996). Issues in ESL writing assessment. College ESL, 6(1), 52-72.

Hamp-Lyons, L., & Kroll, B. (1997). TOEFL 2000—Writing: Composition, community, and assessment. Princeton, NJ: Educational Testing Service.

Hamp-Lyons, L., & Mathias, S. P. (1994). Examining expert judgments of task difficulty on essay tests. Journal of Second Language Writing, 3, 49-68.

Hanania, E., & Shikhani, M. (1986). Interrelationships among three tests of language proficiency: Standardized ESL, cloze, and writing. TESOL Quarterly, 20(1), 97-109.

Hayes, J. R., Hatch, J. A., & Silk, C. M.( 2000). Does holistic assessment predict writing performance? Estimating the consistency of student performance on holistically scored writing assignments. Written Communication, 17(1), 3-26.

Hayward, M. (1990). Evaluations of essay prompts by nonnative speakers of English. TESOL Quarterly, 24(4), 753-758.

Henning, G., & Davidson, F. (1987). Scalar analysis of composition ratings. In K.M. Bailey, T. L. Dale, & R. T. Clifford (Eds.), Language testing research: Selected papers from the 1986 Colloquium (pp. 24-38). Monterey, CA: Defense Language Institute,

Herman, J. L., Aschbacher, P. R., & Winters, L.( 1992). A practical guide to alternative assessment. Alexandria, VA: Association for Supervision and Curriculum Development.

Herzog, M. (1988). Issues in writing proficiency assessment. Section 1: The Government Scale. In P. Lowe & C. W. Stansfield (Eds.), Second language proficiency assessment: Current issues (pp. 149-177). Englewood Cliffs, NJ: Prentice Hall Regents, 149-177.

Homburg, T. J. (1984). Holistic evaluation of ESL compositions: Can it be validated objectively? TESOL Quarterly, 18(1), 87-109.

Huot, B. (1990). The literature of direct writing assessment: Major concerns and prevailing trends. Review of Educational Research, 60(2), 237-263.

Huot, B. (1990). Reliability, validity, and holistic scoring: What we know and what we need to know. College Composition and Communication, 41, 201-213.

Huot, B. (1993). The influence of holistic scoring procedures on reading and rating student essays. In M. Williamson & B. Huot (Eds.), Validating holistic scoring for writing assessment (pp. 206-236). Cresskill, NJ: Hampton Press.

Ishikawa, S. (1995). Objective measurement of low-proficiency EFL narrative writing. Journal of Second Language Writing, 4(1), 51-69.

Jacobs, H. L., Zinkgraf, S.A., Wormuth, D. R. Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL composition: A practical approach. Rowley, MA: Newbury House.

Jeffery, J. (2009). Constructs of writing proficiency in US state and national writing assessments: Exploring variability. Assessing Writing, 14(1), 3-24.

Kaczmarek, C. M. ( 1980). Scoring and rating essay tasks. In J. W. Oller & K. Perkins (Eds.), Research and language testing (pp. 151-159). Rowley, MA: Newbury House.

Katz, A. (1988). Issues in writing proficiency assessment. Section 2: The Academic Context. In P. Lowe & C. W. Stansfield (Eds.), Second language proficiency assessment: Current issues (pp. 178-201). Englewood Cliffs, NJ: Prentice Hall Regents.

Knoch, U. (2009). Diagnostic writing assessment: The development and validation of a rating scale. Frankfurt: Peter Lang.

Knoch, U. (2008). The assessment of academic style in EAP writing: The case of the rating scale. Melbourne Papers in Language Testing, 13(1), 34-67.

Kondo-Brown, K. (2002). A FACETS analysis of rater bias in measuring Japanese second language writing performance. Language Testing, 19(1), 3-31.

Kroll, B. (1998). Assessing writing abilities. Annual Review of Applied Linguistics, 18, 219-240.

Kroll, B., & Reid, J. (1994). Guidelines for designing writing prompts: Clarifications, caveats, and cautions. Journal of Second Language Writing, 3, 231-255.

Kroll, B., & Reid, J. (1995). Designing and assessing effective classroom writing assignments for NES and ESL students. Journal of Second Language Writing, 4, 17-41.

Landauer, T. K., Laham, D., & Foltz, P. W. (2003). Automated Essay Scoring: A cross disciplinary perspective. In M. D. Shermis & J. C. Burstein (Eds.), Automated Essay Scoring and annotation of essays with the Intelligent Essay Assessor (pp. 87–112). Mahwah, NJ: Lawrence Erlbaum Associates.

Lee, I. (2007). Assessment for learning. Integrating assessment, teaching, and learning in the ESL/EFL writing classroom. The Canadian Modern Language Review, 64(1), 199-214.

Lei, S., & Xiaohong, W. (2005). A new and practical way of monitoring examiner reliability in assessing writing. In A. McNeill & J. Lai (Eds.), Crosslinks in English language teaching, Volume 2 (pp. 95-104). Hong Kong: English Language Teaching Unit, Chinese University of Hong Kong.

Lemaire, B. & Dessus, P. (2001). A system to assess the semantic content of student essays. Educational Computing Research, 24(3), 305–306.

Lenski, S. & Verbruggen, F. (2010). Writing instruction and assessment for English language learners K-8. New York: Guilford Publications.

Llosa, L. (2005). Assessing English learners’ language proficiency: A qualitative investigation of teachers’ interpretations of the California ELD standards. The CATESOL Journal, 18(1), 7-18.

Lumley, T. (2002). Assessment criteria in a large-scale writing test: What do they really mean to the raters? Language Testing, 19(3), 246-276.

Luoma, S., & Tarnanen, M. (2003). Creating a self-rating instrument for second language writing: From idea to implementation. Language Testing, 20(4), 440-465.

Matsuno, S.(2009). Self-, peer-, and teacher-assessments in Japanese university EFL writing classrooms. Language Testing, 26, 075-100.

Mullen K. A. (1980). Evaluating writing proficiency in ESL. In J. W. Oller & K. Perkins (Eds.), Research in language testing (pp. 160-170) Rowley, MA: Newbury House, 160-170.

Mullen, K. A. (1977). Using rater judgments in the evaluation of writing proficiency for non-native speakers of English. In H. D. Brown, C.A. Yorio, & R. H. Crymes (Eds.), On TESOL ‘77: Teaching and learning ESL - Trends in research and practice (pp. 309-320). Washington, DC: TESOL.

Mullis, I. (1974). The primary trait system of scoring writing tasks. Denver: National Assessment of Educational Progress.

Myers, M. (2003). What can computers and AES contribute to a K–12 writing program? In M. D. Shermis & J. Burstein (Eds.), Automated essay scoring: A cross-disciplinary perspective (pp. 3–20). Mahwah, NJ: Lawrence Erlbaum Associates.

Nevo, D. (1986). Comments on Stansfield: A history of the Test of Written English: The developmental year. Language Testing, 3(2), 235-236.

Norton, B., & Starfield, S. (1997). Covert language assessment in academic writing. Language Testing, 14(3), 278-294.

Odlin, T. (1987). Some problems concerning the interpretation of passage correction tests. In K.M. Bailey, T. L. Dale, & R.T. Clifford (Eds.), Language testing research: Selected papers from the 1986 Colloquium (pp. 70-77). Monterey, CA: Defense Language Institute.

Page, E. B. (1994). Computer Grading of Student Prose, Using Modern Concepts and Software, Journal of Experimental Education, 62, 127–142.

Perkins, K. (1980). Using objective methods of attained writing proficiency to discriminate among holistic evaluations. TESOL Quarterly, 14(1), 61-67.

Perkins, K. (1983). On the use of composition scoring techniques, objective measures, and objective tests to evaluate ESL writing ability. TESOL Quarterly, 14(4), 651-671.

Peterson, R. (1995). The writing teacher’s companion: Planning, teaching, and evaluating in the composition classroom. Boston: Houghton Mifflin.

Plakans, L. (2010). Independent vs. integrated writing tasks: A comparison of task representation. TESOL Quarterly, 44(1), 185-194.

Polio, C. G. (1997). Measures of linguistic accuracy in second language writing research. Language Learning, 47(1), 103-143.

Pollitt, A., & Hutchinson, C. (1987). Calibrating graded assessments: Rasch partial credit analysis of performance in writing. Language Testing, 4(1), 72-92.

Porto, M. (2001). Cooperative writing response groups and self-evaluation. ELT Journal, 55, 1, 38-46.

Powell, B. (1980). ESL and composition: A report. TESOL Newsletter, 14(3), 15-16.

Powers, D., Burstein, J., Chodorow, M., Fowles, M., & Kukich, K. (2001). Stumping E-rater: Challenging the validity of automated essay scoring. Research Report 01-03. Princeton, NJ: Educational Testing Service.

D

Qian, D. (2005). Assessing English writing for professional communication: A perspective from employers. In A. McNeill & J. Lai (Eds.), Crosslinks in English language teaching, Volume 2 (pp. 105-122). Hong Kong: The Chinese University of Hong Kong.

Raimes, A. (1990). The TOEFL test of written English: Causes for concern. TESOL Quarterly, 24(3), 427-442.

Read, J. (1990). Providing relevant content in an EAP writing test. English for Specific Purposes, 9(2), 109-121.

Reid, J. (1986). Using the Writer’s Workbench in composition teaching and testing. In C.W. Stansfield (Ed.), Technology and language testing (pp. 167-187). Washington, DC: TESOL.

Ruiz-Funes, M. (1999). The process of reading-to-write used by a skilled Spanish-as-a-foreign-language student: A case study. Foreign Language annals, 32(1), 45-58.

Sasaki, M., & Hirose, K. (1999). Development of an analytic rating scale for Japanese L1 writing. Language Testing, 16(4), 457-478.

Schaefer, E. (2008). Rater bias patterns in an EFL writing assessment. Language Testing, 25, 465-493.

Sedgwick, C. (2007). Survey to investigate expectations of achievement in written English on English language degree programmes in Europe. Language Assesment Quarterly, 4(3), 235-256.

Shaw, S. D., & Weir, C. J. (2007). Examining writing: Research and practice in assessing second language writing. Cambridge: Cambridge University Press.

Shermis, M. D. & Burstein, J. (2003). Automated Essay Scoring: A cross disciplinary perspective. Mahwah, NJ: Lawrence Erlbaum Associates.

Shi, L. (2001). Native- and nonnative-speaking EFL teachers’ evaluation of Chinese students’ English writing. Language Testing, 18(3), 303-325.

Stansfield, C. W. (1986). A history of the Test of Written English: The developmental year. Language Testing, 3(2), 224-234.

Stansfield, C. W., & Ross, J. (1988). A long-term research agenda for the Test of Written English. Language Testing, 5(2), 160-186.

Sullivan, K. and Lindgren, E. (2003). Self-assessment in autonomous computer-aided second language writing. ELT Journal, 56(3), 258-266.

Sweedler-Brown, C. O. (1993). The effects of ESL errors on holistic scores assigned by Engish composition faculty. College ESL, 3(1), 53-69.

Terry, R. M. (1986). Testing the productive skills: A creative focus for hybrid achievement tests. Foreign Language Annals, 1(6), 521-528.

Usman, E. M. (2004). Exploring variability in judging writing ability in a second language: A study of four experienced raters of ESL compositions. TOEFL research report no. RR-70. Princeton, NJ: Educational Testing Service.

Valdés, G., Garo, P., & Echevarriarza, M. P. (1992). The development of writing abilities in a foreign language: Contributions toward a general theory of L2 writing. The Modern Language Journal, 76(3), 333-352.

Valenti, S., Neri, F., & Cucchiarelli, A. (2003). An overview of current research on automated essay grading. Journal of Information Technology Education, (2), 319–330.

Weigle, S. C. (2004). Integrating reading and writing in a competency test for non-native speakers of English. Assessing writing, 9, 28-47.

Weigle, S. C. (2002). Assessing writing. Cambridge: Cambridge University Press.

Weigle, S. C. (2000). Test review: The Michigan English Language Assessment Battery. Language Testing, 17(4), 449-455.

Weigle, S. C. (1999). Investigating rater/prompt interactions in writing assessment: Quantitative and qualitative approaches. Assessing Writing, 6(2), 145-178.

Weigle, S. C. (1998). Using FACETS to model rater training effects. Language Testing, 15(2), 263-287.

Weigle, S. C. (1994). Effects of training on raters of ESL compositions. Language Testing, 11(2), 197-223.

Weigle, S. C., & Jensen, L. (1997). Issues in assessment for content-based instruction. In M.A. Snow & D. Brinton, The content-based classroom: Perspectives on integrating language and content (pp. 210-212) White Plains, NY: Longman.

Weigle, S.C., & Jensen, L. (1996). Reading rate improvement in University ESL classes. CATESOL Journal, 55-71.

Weigle, S. C., & Lynch, B. (1996). Hypothesis testing in construct validation. In A. Cumming & R. Berwick, Validation in language testing (pp. 58-71). Clevedon: Multilingual Matters.

Weigle, S. C., & Nelson, G. (2001). Academic writing for university examinations. In I. Leki (Volume Ed.), Academic writing programs: Case studies in TESOL practice series (pp. 121-135). Alexandria, VA: TESOL.

Weir, C., O’Sullivan, B., Yan, J., & Bax, S. (2007). Does the computer make a difference? The reaction of candidates to a computer-based versus a traditional hand-written form of the IELTS writing component: Effects and impact. In P. McGovern & S. Walsh (Eds.), IELTS Research Reports Volume 7 (pp. 311-347). Canberra: IELTS Australia.

White, E. M. (1994). Teaching and assessing writing: Recent advances in understanding, evaluating, and improving student performance (2nd rev. ed.). San Francisco: Jossey-Bass.

Williamson, M., & Huot, B. (Eds.). (1993). Holistic scoring: Theoretical foundations and validation research. Cresskill, NJ: Hampton Press.

Xianrong, H., Jinding, P., Lijun, L., & Liyuan, J. (2005). Interactive composition evaluation in the multimedia classroom. In A. McNeill & J. Lai (Eds.), Crosslinks in English language teaching, Volume 2. (pp. 45-62). Hong Kong: The Chinese University of Hong Kong.

Yancey, K. B. (Ed.). (1992). Portfolios in the writing classroom. Urbana, IL: National Council of Teachers of English.

Zhao, C. G., & Llosa, L. (2008). Voice in high-stakes L1 academic writing assessment: Implications for L2 writing instruction. Assessing Writing, 13(3), 153-170.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download