A perspective on the theoretical foundations and pedagogical applications in computer adaptive testing of second and foreign language writing proficiency
Nakajima, Yasuhiro
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https://hdl.handle.net/2142/125913
Description
Title
A perspective on the theoretical foundations and pedagogical applications in computer adaptive testing of second and foreign language writing proficiency
Author(s)
Nakajima, Yasuhiro
Issue Date
1997
Director of Research (if dissertation) or Advisor (if thesis)
Davidson, Fred
Department of Study
Linguistics
Discipline
Teaching English as a Second Language
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.A.
Degree Level
Thesis
Keyword(s)
Teaching English as Second Language
Writing Assessment
Timed vs. Non-timed Writing
Computer-based Revision Writing Instruction
Language
eng
Abstract
The present study investigates the degree to which differences exist between paper-and-pencil writing of single, timed essays and computer revising of multiple, non-timed essays. Of central focus along the way are the following conundrums inherent in particular to writing instruction and assessment: (a) process vs. product approach, (b) timed vs. non-timed writing, (c) external vs. internal assessment, and (d) feedback and commenting. A total of 108 participants, all of whom were English as a Second Language students at either the University of Illinois at Urbana Champaign or Parkland College, produced essays on paper within 30 minutes in response to a brief topic. Upon completion, the participants were asked to predict a score of their essays by using a six-point, criterion-referenced scale. After the essays had been scored by two independent readers in reference to the aforementioned scale, 38 participants revised, self-scored, and submitted their essays by computer within 15 days. The essays were further scored and commented on by another two independent readers on-line. The results indicate that there were no statistically significant differences between timed and non-timed writing of essays or between intensive paper and-pencil and extensive computer scoring of essays. There was, however, a difference between the scores assigned by the reader and predicted by the writer at different stages of writing. A perspective on computer adaptive testing of second and foreign language writing proficiency is offered in light of the findings, together with the principle that does not arrest further development in such a form of assessment: multiple opportunities for revision in the process of writing from which to accumulate multiple sources of evidence for the purpose of accurate and consistent decision-making.
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