{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/108473"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/108473","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Examining maintained authenticity in a modified process-oriented English placement test","abstract":"Attempting to create an authentic placement exam for a program using process-oriented writing pedagogy presents many challenges. Practitioners and researchers have debated both the nature of authentic assessment and nature of process-oriented writing for more than forty years. The University of Illinois found some success creating an authentic process-oriented English Placement Test in 2000, but over the next twenty years that exam underwent many changes. Using a database of exams from Summer 2018, this thesis investigates whether the test takers utilized the first drafting period in a way consistent with how process-oriented writing is taught to ESL students at the University of Illinois. Four main patterns of first drafts were found and while all of these indicated some level of process-oriented writing they were not all consistent with the process-oriented writing pedagogy at the University of Illinois. Additionally, this thesis investigated the changes in writing from what was submitted at the end of the first drafting period to what was submitted at the end of the final drafting period and whether those changes aligned with what would be expected of process-oriented writing. Process-oriented writing involves a mix of micro and macro revisions to writing which was not the finding in this data. Post-test surveys provided test taker perspective on the exam and findings were consistently positive.","abstract_html":"Attempting to create an authentic placement exam for a program using process-oriented writing pedagogy presents many challenges. Practitioners and researchers have debated both the nature of authentic assessment and nature of process-oriented writing for more than forty years. The University of Illinois found some success creating an authentic process-oriented English Placement Test in 2000, but over the next twenty years that exam underwent many changes. Using a database of exams from Summer 2018, this thesis investigates whether the test takers utilized the first drafting period in a way consistent with how process-oriented writing is taught to ESL students at the University of Illinois. Four main patterns of first drafts were found and while all of these indicated some level of process-oriented writing they were not all consistent with the process-oriented writing pedagogy at the University of Illinois. Additionally, this thesis investigated the changes in writing from what was submitted at the end of the first drafting period to what was submitted at the end of the final drafting period and whether those changes aligned with what would be expected of process-oriented writing. Process-oriented writing involves a mix of micro and macro revisions to writing which was not the finding in this data. Post-test surveys provided test taker perspective on the exam and findings were consistently positive.","abstract_has_math":false,"creators":["Heald, Margaret"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Teaching of English Sec Lang","degree_department":null,"school":null,"contributors":["Yan, Xun"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-10-07T20:59:44Z","date_published":"2020-10-07T20:59:44Z","updated_at":"2026-07-22T22:24:48Z","subjects":["Process-oriented writing","ESL","Assessment authenticity","English placement test"],"languages":["en"],"rights":["Copyright 2020 Margaret Heald"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/108473","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Yan, Xun"]},{"key":"dc:creator","label":"Author","values":["Heald, Margaret"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2020-10-07T20:59:44Z","2020-07-15","2020-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching of English Sec Lang"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Process-oriented writing","ESL","Assessment authenticity","English placement test"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2020 Margaret Heald"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/108473"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Attempting to create an authentic placement exam for a program using process-oriented writing pedagogy presents many challenges. Practitioners and researchers have debated both the nature of authentic assessment and nature of process-oriented writing for more than forty years. The University of Illinois found some success creating an authentic process-oriented English Placement Test in 2000, but over the next twenty years that exam underwent many changes. Using a database of exams from Summer 2018, this thesis investigates whether the test takers utilized the first drafting period in a way consistent with how process-oriented writing is taught to ESL students at the University of Illinois. Four main patterns of first drafts were found and while all of these indicated some level of process-oriented writing they were not all consistent with the process-oriented writing pedagogy at the University of Illinois. Additionally, this thesis investigated the changes in writing from what was submitted at the end of the first drafting period to what was submitted at the end of the final drafting period and whether those changes aligned with what would be expected of process-oriented writing. Process-oriented writing involves a mix of micro and macro revisions to writing which was not the finding in this data. Post-test surveys provided test taker perspective on the exam and findings were consistently positive.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2020-10-02 without embargo terms","The student, Margaret Heald, accepted the attached license on 2020-07-10 at 11:44.","The student, Margaret Heald, submitted this Thesis for approval on 2020-07-10 at 11:54.","This Thesis was approved for publication on 2020-07-15 at 14:45.","DSpace SAF Submission Ingestion Package generated from Vireo submission #15562 on 2020-10-02 at 15:12:58","Made available in DSpace on 2020-10-07T20:59:44Z (GMT). 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The University of Illinois found some success creating an authentic process-oriented English Placement Test in 2000, but over the next twenty years that exam underwent many changes. Using a database of exams from Summer 2018, this thesis investigates whether the test takers utilized the first drafting period in a way consistent with how process-oriented writing is taught to ESL students at the University of Illinois. Four main patterns of first drafts were found and while all of these indicated some level of process-oriented writing they were not all consistent with the process-oriented writing pedagogy at the University of Illinois. Additionally, this thesis investigated the changes in writing from what was submitted at the end of the first drafting period to what was submitted at the end of the final drafting period and whether those changes aligned with what would be expected of process-oriented writing. Process-oriented writing involves a mix of micro and macro revisions to writing which was not the finding in this data. Post-test surveys provided test taker perspective on the exam and findings were consistently positive.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2020-10-02 without embargo terms","The student, Margaret Heald, accepted the attached license on 2020-07-10 at 11:44.","The student, Margaret Heald, submitted this Thesis for approval on 2020-07-10 at 11:54.","This Thesis was approved for publication on 2020-07-15 at 14:45.","DSpace SAF Submission Ingestion Package generated from Vireo submission #15562 on 2020-10-02 at 15:12:58","Made available in DSpace on 2020-10-07T20:59:44Z (GMT). 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