Designing Writing Tasks for the Assessment of Writing

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Greenwood Publishing Group, 1988 - Business & Economics - 317 pages
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This volume reports the results of a series of investigations of the properties of writing tasks, their authors' intentions, and the responses that these tasks evoked in student-writers and teacher-raters. The volume explains how both student-writers and teacher-raters, in their reading of the same topic/text, can arrive at different meanings. The investigations undertaken led the authors to make a number of recommendations about selecting subjects, specifying audience and mode, formulating instructions, and wording the topic. These recommendations are presented in non-technical language in a comprehensive set of Guidelines for Designing Topics for Writing Assessments.

 

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Contents

1 INTRODUCTION
1
2 RECOMMENDATIONS FROM PRACTICE
17
3 KNOWLEDGE FROM RESEARCH ON TESTING
39
TOPICS
51
TASK INSTRUCTIONS
69
6 KNOWLEDGE FROM THEORIES AND MODELS
88
A MODEL FOR INVESTIGATION
117
8 HOW TOPIC WORDING AND TESTING CONTEXT AFFECT RESPONSE
136
9 HOW STUDENTS
155
10 HOW DIFFERENT COMMUNITIES OF READERS INTERPRET TOPICS
181
11 HOW WE ASSESS DEVELOPMENT IN WRITING
203
12 GUIDELINES FOR DESIGNING TOPICS FOR WRITING ASSESSMENTS
236
References
291
Author Index
309
Subject Index
313
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th /f Leo

phy /f Sandra

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