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What has been assessed in writing and how? Empirical evidence from Assessing Writing (2000–2018)
Assessing Writing ( IF 3.164 ) Pub Date : 2019-10-01 , DOI: 10.1016/j.asw.2019.100421
Yao Zheng , Shulin Yu

Abstract Using content analysis, this review study examines 219 empirical research articles published in Assessing Writing (2000–2018) to give a view of the development of writing assessment over the past 25 years. It reports overall and periodic analyses (2000–2009 and 2010–2018) of the contextual, theoretical, and methodological orientations of those articles to gain a comprehensive understanding of what has been assessed in writing and how. Findings indicate that the typical research contexts and participants were L1 undergraduates in U.S. universities/colleges, and the main research foci were validity and reliability, feedback, and testing performance. Among the theoretical orientations from a measurement-theory perspective and a writing-theory perspective, the most common orientations were Generalizability Theory, writing in a sociocultural context, and writing as a cognitive process. Research methodologies were predominately quantitative and text data represented the main source. Periodical analyses show a trend of studies taking place outside North America, covering more macro-contexts, investigating raters, using a combination of methodologies, and drawing on experimental data.

中文翻译:

已经以书面形式评估了什么以及如何评估?来自评估写作的经验证据(2000-2018)

摘要 使用内容分析,本综述研究审查了发表在 Assessing Writing (2000-2018) 上的 219 篇实证研究文章,以了解过去 25 年写作评估的发展。它报告了对这些文章的背景、理论和方法论方向的全面和定期分析(2000-2009 年和 2010-2018 年),以全面了解书面评估的内容和方式。结果表明,典型的研究背景和参与者是美国大学/学院的 L1 本科生,主要研究焦点是效度和可靠性、反馈和测试性能。在测量理论视角和写作理论视角的理论取向中,最常见的取向是泛化理论,在社会文化背景下写作,写作是一种认知过程。研究方法主要是定量的,文本数据是主要来源。定期分析显示了在北美以外进行的研究趋势,涵盖更多宏观背景、调查评估者、使用方法组合并利用实验数据。
更新日期:2019-10-01
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