Paper-based vs computer-based writing assessment: divergent, equivalent or complementary?

2.50
Hdl Handle:
http://hdl.handle.net/10547/622736
Title:
Paper-based vs computer-based writing assessment: divergent, equivalent or complementary?
Authors:
Chan, Sathena Hiu Chong ( 0000-0002-7852-6737 )
Abstract:
Writing on a computer is now commonplace in most post-secondary educational contexts and workplaces, making research into computer-based writing assessment essential. This special issue of Assessing Writing includes a range of articles focusing on computer-based writing assessments. Some of these have been designed to parallel an existing paper-based assessment, others have been constructed as computer-based from the beginning. The selection of papers addresses various dimensions of the validity of computer-based writing assessment use in different contexts and across levels of L2 learner proficiency. First, three articles deal with the impact of these two delivery modes, paper-baser-based or computer-based, on test takers’ processing and performance in large-scale high-stakes writing tests; next, two articles explore the use of online writing assessment in higher education; the final two articles evaluate the use of technologies to provide feedback to support learning.
Citation:
Chan, S. (2018) 'Paper-based vs computer-based writing assessment: divergent, equivalent or complementary?', Assessing Writing, 36, pp.1-2.
Publisher:
Elsevier
Journal:
Assessing Writing
Issue Date:
16-May-2018
URI:
http://hdl.handle.net/10547/622736
DOI:
10.1016/j.asw.2018.04.001
Additional Links:
https://www.sciencedirect.com/science/article/pii/S1075293518300503
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.date.accessioned2018-06-15T09:55:29Z-
dc.date.available2018-06-15T09:55:29Z-
dc.date.issued2018-05-16-
dc.identifier.citationChan, S. (2018) 'Paper-based vs computer-based writing assessment: divergent, equivalent or complementary?', Assessing Writing, 36, pp.1-2.en
dc.identifier.issn1075-2935-
dc.identifier.doi10.1016/j.asw.2018.04.001-
dc.identifier.urihttp://hdl.handle.net/10547/622736-
dc.description.abstractWriting on a computer is now commonplace in most post-secondary educational contexts and workplaces, making research into computer-based writing assessment essential. This special issue of Assessing Writing includes a range of articles focusing on computer-based writing assessments. Some of these have been designed to parallel an existing paper-based assessment, others have been constructed as computer-based from the beginning. The selection of papers addresses various dimensions of the validity of computer-based writing assessment use in different contexts and across levels of L2 learner proficiency. First, three articles deal with the impact of these two delivery modes, paper-baser-based or computer-based, on test takers’ processing and performance in large-scale high-stakes writing tests; next, two articles explore the use of online writing assessment in higher education; the final two articles evaluate the use of technologies to provide feedback to support learning.-
dc.language.isoenen
dc.publisherElsevieren
dc.relation.urlhttps://www.sciencedirect.com/science/article/pii/S1075293518300503en
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.subjectEnglish language assessmenten
dc.subjectcomputer-based testingen
dc.subjectwritingen
dc.subjectX162 Teaching English as a Foreign Language (TEFL)en
dc.titlePaper-based vs computer-based writing assessment: divergent, equivalent or complementary?en
dc.typeArticleen
dc.identifier.journalAssessing Writingen
dc.date.updated2018-06-15T09:11:12Z-
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