Examining Writing: Research and Practice in Assessing Second Language Writing
This 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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ability able administration analysis answer approach appropriate aspects assessment band Cambridge ESOL Cambridge ESOL examinations candidates centres Chapter cognitive communicative compared complete consistent construct criteria demands described discussion effect English ensure essay evaluation evidence exam examiners example expected experience framework functions further given giving identified IELTS impact important input involved knowledge language Language Testing letter lexical linguistic Main Suite marking material means measure monitoring nature notes organisation particular performance planning points possible practice present procedures produce proficiency question range raters reader reading reference relation reliability response revision scale scores scripts skills specific standard structures suggests task test takers tion topic types University validity vocabulary Weir writing Writing tasks written