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oai:www.ideals.illinois.edu:2142/79583 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Cziko, Gary A. Cho, Yeonsuk 2015-09-25T19:52:18Z 2015-09-25T19:52:18Z 10000-01-01 2001 2001 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. Made available in DSpace on 2015-09-25T19:52:18Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3017046.pdf: 7686644 bytes, checksum: c957fd2946cf97317c7549710c348428 (MD5) Previous issue date: 2001 Embargo set by: Seth Robbins for item 80865 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 201 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001. http://hdl.handle.net/2142/79583 (MiAaPQ)AAI3017046 eng Education, Bilingual and Multicultural Examining a Process -Oriented Writing Assessment in a Large -Scale ESL Testing Context text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.