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Direct linkJang, Eunice Eunhee; Dunlop, Maggie; Park, Gina; van der Boom, Edith H. – Language Testing, 2015
One critical issue with cognitive diagnostic assessment (CDA) lies in its lack of research evidence that shows how diagnostic feedback from CDA is interpreted and used by young students. This mixed methods research examined how holistic diagnostic feedback (HDF) is processed by young learners with different profiles of reading skills, goal…
Descriptors: Reading Skills, Mastery Learning, Reading Ability, Goal Orientation
Knoch, Ute – Language Testing, 2011
The effectiveness of individualized feedback on rater behavior has been investigated in several previous studies (e.g. Elder, Knoch, Barkhuizen, & von Randow, 2005; Lunt, Morton, & Wigglesworth, 1994; O'Sullivan & Rignall, 2007; Wigglesworth, 1993). The findings of these studies are somewhat inconclusive. However, all of these studies investigated…
Descriptors: Feedback (Response), Health Occupations, Writing Evaluation, Oral Language
Jang, Eunice Eunhee – Language Testing, 2009
With recent statistical advances in cognitive diagnostic assessment (CDA), the CDA approach has been increasingly applied to non-diagnostic tests partly to meet accountability demands for student achievement. The study aimed to evaluate critically the validity of the CDA application to an existing non-diagnostic L2 reading comprehension test and…
Descriptors: Feedback (Response), Reading Comprehension, Test Items, Validity
Peer reviewedSasaki, Miyuki; Hirose, Keiko – Language Testing, 1999
Developed an analytic rating scale for Japanese university students' first-language (L1) expository writing. Devised a questionnaire to investigate Japanese L1 teachers' criteria for evaluating expository writing, and, based on questionnaire results, eliminated or reorganized the descriptions under six analytic criteria. (Author/VWL)
Descriptors: College Students, Evaluation Criteria, Expository Writing, Higher Education
Xi, Xiaoming – Language Testing, 2007
This study explores the utility of analytic scoring for TAST in providing useful and reliable diagnostic information for operational use in three aspects of candidates' performance: delivery, language use and topic development. One hundred and forty examinees' responses to six TAST tasks were scored analytically on these three aspects of speech. G…
Descriptors: Scoring, Profiles, Performance Based Assessment, Academic Discourse
Peer reviewedNorton, Bonny; Starfield, Sue – Language Testing, 1997
Discusses the lack of clarity in which proficiency in written English was taken into account in the assessment of the academic writing of second-language students at a South African university. Argues that, if universities are to be accountable to their students, the criteria used in the assessment of assignments and examinations should be made…
Descriptors: Accountability, College Faculty, College Students, English (Second Language)
