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
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