Examining a Process -Oriented Writing Assessment in a Large -Scale ESL Testing Context

Arguments for the adequacy of each writing test as performance assessment were made by examining (1) the quality of essays written by the same individual on the two tests, (2) accuracy of each test with reference to content-field faculty's evaluation of ESL students' academic writing ability, and (3) other contextual evidence available. The results indicate that the workshop-based essay test holds promise as an alternative to the timed single draft essay test. Although the present study is quite contextually bound, the findings can be discussed in other large-scale EAP writing assessment contexts.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Cho, Yeonsuk

Contributors dc:contributor

• Cziko, Gary A.

• Education, Bilingual and Multicultural

Language dc:language

eng

Identifier

(MiAaPQ)AAI3017046

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79583