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dc.contributor.authorShaw, Stuart D.en
dc.contributor.authorWeir, Cyril J.en
dc.date.accessioned2019-12-23T10:55:14Z
dc.date.available2019-12-23T10:55:14Z
dc.date.issued2007-07-01
dc.identifier.citationShaw SD, Weir C (2007) 'Examining writing: research and practice in assessing second language writing' , edn, : Cambridge University Press.en
dc.identifier.isbn9780521692939
dc.identifier.urihttp://hdl.handle.net/10547/623661
dc.description.abstractThis publication highlights the need for test developers to provide clear explanations of the ability constructs which underpin tests offered in the public domain. An explanation is increasingly required, if the validity of test score interpretation and use are to be supported both logically, and with empirical evidence. The book demonstates the application of a comprehensive test validation framework which adopts a socio-cognitive perspective. The framework embraces six core components which reflect the practical nature and quality of an actual testing event. It examines Cambridge ESOL writing tasks from the following perspectives: Test Taker, Cognitive Validity, Context Validity, Scoring Validity, Criterion-related Validity and Consequential Validity. The authors show how an understanding and analysis of the framework and its components in relation to specific writing tests can assist test developers to operationalise their tests more effectively, especially in relation to criterial distinctions across test levels.
dc.language.isoenen
dc.publisherCambridge University Pressen
dc.relation.urlhttps://www.cambridge.org/ao/cambridgeenglish/teacher-development/examining-writing/examining-writing-research-and-practice-assessing-second-language-writing-paperbacken
dc.subjectsecond language writingen
dc.titleExamining writing: research and practice in assessing second language writingen
dc.typeBooken
dc.date.updated2019-12-23T10:54:01Z
html.description.abstractThis publication highlights the need for test developers to provide clear explanations of the ability constructs which underpin tests offered in the public domain. An explanation is increasingly required, if the validity of test score interpretation and use are to be supported both logically, and with empirical evidence. The book demonstates the application of a comprehensive test validation framework which adopts a socio-cognitive perspective. The framework embraces six core components which reflect the practical nature and quality of an actual testing event. It examines Cambridge ESOL writing tasks from the following perspectives: Test Taker, Cognitive Validity, Context Validity, Scoring Validity, Criterion-related Validity and Consequential Validity. The authors show how an understanding and analysis of the framework and its components in relation to specific writing tests can assist test developers to operationalise their tests more effectively, especially in relation to criterial distinctions across test levels.


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