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The process-oriented ESL writing assessment: Promises and challenges [An article from: Journal of Second Language Writing]
Book Details
Author(s)Y.J. Lee
PublisherElsevier
ISBN / ASINB000PDT3TQ
ISBN-13978B000PDT3T9
AvailabilityAvailable for download now
Sales Rank14,536,758
MarketplaceUnited States 🇺🇸
Description
This digital document is a journal article from Journal of Second Language Writing, published by Elsevier in 2006. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.
Description:
This study examines a process-oriented ESL writing assessment called the Computerized Enhanced ESL Placement Test (CEEPT). The CEEPT at the University of Illinois at Urbana-Champaign or its non-computerized alternative (EEPT) have since 2000 offered a daylong process-oriented writing assessment in which test takers are given extended time to plan, produce, and revise an essay. This study examines how 100 English as a Second Language (ESL) students take up the opportunity in this assessment procedure to reflect, interact with others, and revise their essays. Specifically, this study investigates what level of revision test takers focused on as well as the extent to which the quality of written products differed between first and second drafts. Results of this study showed that students produced their final drafts in a more coherent manner with complex sentences, as indicated by increased analytic as well as holistic scores, T-units, and a global level of revision. Extracts from essays whose scores increased, stayed the same, and decreased are presented to give a richer sense of how changes in the measures reflected writers' revisions. This study thus offers insights into a serious attempt to translate a richer and more complex, process-oriented understanding of writing into a large institutional writing assessment.
Description:
This study examines a process-oriented ESL writing assessment called the Computerized Enhanced ESL Placement Test (CEEPT). The CEEPT at the University of Illinois at Urbana-Champaign or its non-computerized alternative (EEPT) have since 2000 offered a daylong process-oriented writing assessment in which test takers are given extended time to plan, produce, and revise an essay. This study examines how 100 English as a Second Language (ESL) students take up the opportunity in this assessment procedure to reflect, interact with others, and revise their essays. Specifically, this study investigates what level of revision test takers focused on as well as the extent to which the quality of written products differed between first and second drafts. Results of this study showed that students produced their final drafts in a more coherent manner with complex sentences, as indicated by increased analytic as well as holistic scores, T-units, and a global level of revision. Extracts from essays whose scores increased, stayed the same, and decreased are presented to give a richer sense of how changes in the measures reflected writers' revisions. This study thus offers insights into a serious attempt to translate a richer and more complex, process-oriented understanding of writing into a large institutional writing assessment.
