Developing rubrics to assess the reading-into-writing skills: a case study

2.50
Hdl Handle:
http://hdl.handle.net/10547/621934
Title:
Developing rubrics to assess the reading-into-writing skills: a case study
Authors:
Chan, Sathena Hiu Chong; Inoue, Chihiro; Taylor, Lynda
Abstract:
The integrated assessment of language skills, particularly reading-into-writing, is experiencing a renaissance. The use of rating rubrics, with verbal descriptors that describe quality of L2 writing performance, in large scale assessment is well-established. However, less attention has been directed towards the development of reading-into-writing rubrics. The task of identifying and evaluating the contribution of reading ability to the writing process and product so that it can be reflected in a set of rating criteria is not straightforward. This paper reports on a recent project to define the construct of reading-into-writing ability for designing a suite of integrated tasks at four proficiency levels, ranging from CEFR A2 to C1. The authors discuss how the processes of theoretical construct definition, together with empirical analyses of test taker performance, were used to underpin the development of rating rubrics for the reading-into-writing tests. Methodologies utilised in the project included questionnaire, expert panel judgement, group interview, automated textual analysis and analysis of rater reliability. Based on the results of three pilot studies, the effectiveness of the rating rubrics is discussed. The findings can inform decisions about how best to account for both the reading and writing dimensions of test taker performance in the rubrics descriptors.
Affiliation:
University of Bedfordshire
Citation:
Chan S., Inoue C., Taylor L. (2015) 'Developing rubrics to assess the reading-into-writing skills: a case study', Assessing Writing, 26, pp.20-37.
Publisher:
Elsevier Ltd
Journal:
Assessing Writing
Issue Date:
1-Oct-2015
URI:
http://hdl.handle.net/10547/621934
DOI:
10.1016/j.asw.2015.07.004
Additional Links:
http://www.sciencedirect.com/science/article/pii/S1075293515300052
Type:
Article
Language:
en
ISSN:
1075-2935
Appears in Collections:
English language learning and assessment

Full metadata record

DC FieldValue Language
dc.contributor.authorChan, Sathena Hiu Chongen
dc.contributor.authorInoue, Chihiroen
dc.contributor.authorTaylor, Lyndaen
dc.date.accessioned2017-01-09T13:35:29Z-
dc.date.available2017-01-09T13:35:29Z-
dc.date.issued2015-10-01-
dc.identifier.citationChan S., Inoue C., Taylor L. (2015) 'Developing rubrics to assess the reading-into-writing skills: a case study', Assessing Writing, 26, pp.20-37.en
dc.identifier.issn1075-2935-
dc.identifier.doi10.1016/j.asw.2015.07.004-
dc.identifier.urihttp://hdl.handle.net/10547/621934-
dc.description.abstractThe integrated assessment of language skills, particularly reading-into-writing, is experiencing a renaissance. The use of rating rubrics, with verbal descriptors that describe quality of L2 writing performance, in large scale assessment is well-established. However, less attention has been directed towards the development of reading-into-writing rubrics. The task of identifying and evaluating the contribution of reading ability to the writing process and product so that it can be reflected in a set of rating criteria is not straightforward. This paper reports on a recent project to define the construct of reading-into-writing ability for designing a suite of integrated tasks at four proficiency levels, ranging from CEFR A2 to C1. The authors discuss how the processes of theoretical construct definition, together with empirical analyses of test taker performance, were used to underpin the development of rating rubrics for the reading-into-writing tests. Methodologies utilised in the project included questionnaire, expert panel judgement, group interview, automated textual analysis and analysis of rater reliability. Based on the results of three pilot studies, the effectiveness of the rating rubrics is discussed. The findings can inform decisions about how best to account for both the reading and writing dimensions of test taker performance in the rubrics descriptors.en
dc.language.isoenen
dc.publisherElsevier Ltden
dc.relation.urlhttp://www.sciencedirect.com/science/article/pii/S1075293515300052en
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectCEFRen
dc.subjectL2 writingen
dc.subjectreading-into-writingen
dc.subjectwriting assessmenten
dc.subjectintegrated tasksen
dc.subjectscoringen
dc.subjectQ110 Applied Linguisticsen
dc.subjectlanguage assessmenten
dc.subjectwritingen
dc.titleDeveloping rubrics to assess the reading-into-writing skills: a case studyen
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalAssessing Writingen
dc.date.updated2017-01-09T11:59:52Z-
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