Feedback in online learning is essential to improve both teaching and learning. In peer feedback, students discuss their work and the various problems they encounter in their writing. However, learners may not receive constructive feedback if their classmates have lower writing proficiency. Therefore, anonymous peer feedback training was applied…

This study aims to analyse how Japanese first-year university students' writing anxiety in academic writing classes changed over nine months. A total of 102 Japanese first-year university students participated in an academic writing class. Two assessors evaluated the students' compositions, using the same writing assessment rubric. The students…

Exemplars are powerful in clarifying assessment criteria, and their positive impacts on criteria understanding and performance have been empirically verified. However, the implementation modes are highly varied, resulting in a complicated class context which calls for further investigation. Less is known as to how exemplar-based instruction works…

Feedback is generally regarded as an integral part of EFL writing instruction. Giving individual feedback on students' written products can lead to a demanding, if not insurmountable, task for EFL writing teachers, especially in classes with a large number of students. Several Automated Writing Evaluation (AWE) systems which can provide automated…

Task design has been viewed to be essential in the context of language assessment. This study investigated whether increasing task complexity affects learners' writing performance. It employs three writing tasks with different levels of complexity based on Robinson's Componential Framework. A cohort of 278 participants was selected using a simple…

Meta-analyses suggest that peer feedback is particularly useful for learning, but additional research is needed to understand the large variation in effect sizes that is regularly seen. We examined the relationship between amount of provided and received feedback with growth in writing and reading performance in English as a Foreign Language (EFL)…

Screencast technology in English writing assessment offers personalized, detailed feedback, but not dialogic. However, integrating it with ipsative assessment (IA) principles may sustain conversations between teachers and learners on students' writing development. This study explored the impact of screencast-based ipsative assessment (SIA) on…

With technological advancements, Automated Writing Evaluation (AWE) has garnered increasing interest in L2 writing research, significantly enhancing our understanding of AWE tools' practices and efficacy in L2 writing instruction. However, the relationships between feedback types (teacher vs. AWE) and different dimensions of engagement (cognitive…

Although educators frequently use assessment to identify who needs supplemental instruction and if that instruction is working, there is a lack of research investigating assessment that informs what instruction students need. The purpose of the current study was to determine if a brief (approximately 20 min) task that reflects a common middle…

Enhancing writing pedagogy in university-based courses for students of English as a foreign language has been a long-term goal of educators and researchers. Most recent work, however, has relied on qualitative methodologies that limit our capacity to generalize findings. In this quantitative study, the authors adopted a quasi-experimental control…

Background: South African primary school learners have participated in several national and international literacy (reading and writing) studies that measure learners' achievement in different grades and at different intervals. Numerous scholars have analysed the results of these assessments. We extended their analyses by investigating the grade…

Assessment plays a critical role in learning and teaching and its power to enhance engagement and student outcomes is still underestimated in tertiary education. The current project considers the impact of a staged redesign of an assessment strategy that emphasized relevance of learning, formative assessment, student engagement, and feedback on…

The National Assessment of Educational Progress (NAEP), first administered in 1969, is the largest nationally representative and continuing assessment of what the nation's students know and can do in various subjects such as civics, geography, mathematics, reading, science, U.S. history, and writing. The results of NAEP are released as The…

Understand the science of reading and how to implement evidence-based instruction to increase the reading and writing achievement of pre-K-6 students, including those at risk for reading difficulties. Fully revised and updated, this core text covers the research base for structured literacy instruction and practical guidance on the essential…

The present study was designed to test a group-based format of dynamic assessment (G-DA) in the context of writing over a time span of twelve weeks of instruction. A cohort of 60 students took a homogeneity test and based on the results, 44 students were selected to participate forming the two groups of experimental (N = 22) and control (N = 22).…