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Direct linkChoi, Yun Deok – Language Testing in Asia, 2022
A much-debated question in the L2 assessment field is if computer familiarity should be considered a potential source of construct-irrelevant variance in computer-based writing (CBW) tests. This study aims to make a partial validity argument for an online source-based writing test (OSWT) designed for English placement testing (EPT), focusing on…
Descriptors: Test Validity, Scores, Computer Assisted Testing, English (Second Language)
Download full textAbdullah Alshakhi – Educational Process: International Journal, 2025
Background/purpose: Writing is an essential skill for EFL learners, and the development of flawless writing proficiency in English is the intended learner outcome of every writing course in an EFL program. Development of flawless writing skills involves perfection in orthography (spelling, punctuation, capitalization), grammaticality and syntax,…
Descriptors: Foreign Countries, Language Teachers, English (Second Language), Second Language Learning
Zou, Shen; Zhang, Wenxing – Language Testing in Asia, 2017
Background: The CEFR, ever since its inception, has had profound impact on language teaching, learning, and assessment not only in Europe but also in other parts of the world. This study focuses on the adaptability of CEFR writing descriptors in the context of Test for English Majors (TEM). Methods: First, we constructed a questionnaire based on…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Language Tests
Ling, Guangming – Language Assessment Quarterly, 2017
To investigate whether the type of keyboard used in exams introduces any construct-irrelevant variance to the TOEFL iBT Writing scores, we surveyed 17,040 TOEFL iBT examinees from 24 countries on their keyboard-related perceptions and preferences and analyzed the survey responses together with their test scores. Results suggest that controlling…
Descriptors: English (Second Language), Language Tests, Second Language Learning, Writing Tests
Autman, Hamlet; Kelly, Stephanie – Business and Professional Communication Quarterly, 2017
This article contains two measurement development studies on writing apprehension. Study 1 reexamines the validity of the writing apprehension measure based on the finding from prior research that a second false factor was embedded. The findings from Study 1 support the validity of a reduced measure with 6 items versus the original 20-item…
Descriptors: Writing Apprehension, Writing Tests, Test Validity, Test Reliability
Ezzelle, Carol; Setzer, J. Carl – GED Testing Service, 2009
This manual was written to provide technical information regarding the 2002 Series GED (General Educational Development) Tests. Throughout this manual, documentation is provided regarding the development of the GED Tests, data collection activities, as well as reliability and validity evidence. The purpose of this manual is to provide evidence…
Descriptors: High School Equivalency Programs, Testing Programs, Test Validity, Test Reliability
Huang, Harry J. – English Language Teaching, 2008
No published studies have sufficiently focused on essay topic writability from the perspective of college writers of the new millennium including native English speakers and ESL speakers. In this study, 500 college writers in Metro Toronto in Canada were interviewed to uncover if they found some essay topics easier than other topics. The results…
Descriptors: Essays, Writing (Composition), Statistical Analysis, English (Second Language)
American Coll. Testing Program, Iowa City, IA. – 1992
In July 1992, American College Testing convened a 5-day meeting to set achievement levels in writing for grades 4, 8, and 12 to be recommended for use in reporting the 1992 National Assessment of Educational Progress (NAEP). Sixty-six panelists (teachers, non-teacher educators, and non-educators) attended the meeting and participated in the…
Descriptors: Elementary Secondary Education, Grade 12, Grade 4, Grade 8
Rosenfeld, Michael; Courtney, Rosalea; Fowles, Mary – ETS Research Report Series, 2004
The authors conducted a large-scale survey to confirm that the writing skills being assessed in the GRE® General Test can be linked to writing tasks that were judged to be important by graduate faculty from a variety of subject areas and across a wide range of institutions at both the graduate and undergraduate levels. The results obtained in this…
Descriptors: Surveys, Writing Skills, College Entrance Examinations, Graduate Study
Griffin, Patrick – 1990
Results of the International English Language Testing System (IELTS) battery trials in Australia are reported. The IELTS tests of productive language skills use direct assessment strategies and subjective scoring according to detailed guidelines. The receptive skills tests use indirect assessment strategies and clerical scoring procedures.…
Descriptors: English (Second Language), Foreign Countries, Grammar, Interrater Reliability
Wilson, Kenneth M.; Tillberg, Rebecca – 1994
A study was undertaken to obtain direct empirical evidence for the validity and usefulness of English as a second language (ESL) placement of a shortened version of the Secondary Level English Proficiency (SLEP) Test being used in the Los Angeles Community College District (LACCD) and locally developed and scored writing tests. The LACCD provided…
Descriptors: Academic Achievement, College Students, Community Colleges, Correlation
Fischer, David L. – 1993
The language arts department of an Arizona high school serving American Indian students developed a locally normed writing assessment to comply with a state mandate for the identification of limited English proficient (LEP) students. The members of the language arts department decided on a direct assessment of writing in which the student would…
Descriptors: American Indian Education, English (Second Language), High School Students, High Schools
