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Developing and Validating Empirically-Derived Diagnostic Descriptors in ESL Academic Writing
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.16 No.3 (2019.09)바로가기
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- 페이지
- pp.906-926
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A363098
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5,700원
원문정보
초록
- 영어
- Despite the increasing interest in and need for developing empirical and diagnostic assessment schemes in L2 assessment and testing, very little research has been devoted to it. The literature in this area is scant, and only a handful of studies (e.g., Fulcher, 1993; Knoch, 2009; North & Schneider, 1998; Upshur & Turner, 1995) have attempted to explore such possibility. In response to this need for research, this two-phase study developed and validated empirically-derived diagnostic descriptors for use in small-scale classroom assessment in English as a second language (ESL) academic writing. In Phase 1, descriptors that are relevant to the construct of ESL academic writing were developed, and in Phase 2, the use of the descriptors was validated through the multiple analyses. The results indicated that 35 empirically-derived descriptors addressed all aspects of ESL writing skills, including content fulfillment, organizational effectiveness, grammatical knowledge, vocabulary use, and mechanics. In addition, teachers were able to use the descriptors in a consistent manner. These findings demonstrate the effectiveness of an empirical approach to assessment scheme development, and underscore the importance of its use for diagnostic purposes.
목차
Abstract
Introduction
Literature Review
Empirically-based Rating Scales
Assessment Components in ESL Writing
Methodology
Research Overview
Participants
Instruments
Data Collection Procedure
Data Analysis Procedure
Results
What Empirically-derived Descriptors are Relevant to the Construct of ESL Academic Writing?
Are Teachers Able to Use the Empirically-derived Diagnostic Descriptors in an Internally Consistent Manner?
To What Extent do Teachers agree with Eah Other When Using the Empirically-derived Diagnostic Descriptors?
Discussion
Conclusion and Implications
The Author
References
Appendix
키워드
ESL academic writing ESL writing assessment diagnostic assessment empirical approach scale development and validation저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.16 No.3
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