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Arefsadr, Sajjad; Babaii, Esmat; Hashemi, Mohammad Reza – International Journal of Language Testing, 2022
This study explored possible reasons why IELTS candidates usually score low in writing by investigating the effects of two different test designs and scoring criteria on Iranian IELTS candidates' obtained grades in IELTS and World Englishes (WEs) essay writing tests. To this end, first, a WEs essay writing test was preliminarily designed. Then, 17…
Descriptors: English (Second Language), Second Language Learning, Language Tests, Writing Evaluation
Gonzalez, Gary Humberto – ProQuest LLC, 2022
Poor college readiness is a persistent challenge today in the United States that may be overcome in part with the help of a learning model from the past. The purpose and of this quantitative comparative study focused on determining if a statistically significant difference existed in the 2018 SAT Total, Mathematics and Evidenced-Based Reading and…
Descriptors: Secondary School Students, Classical Literature, Classical Languages, Liberal Arts
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Spence, Lucy K. – Critical Questions in Education, 2021
This discourse analysis explored the affordances and constraints of Generous Reading (GR), an alternative writing assessment used in teacher professional development. First, GR is traced through its development in empirical studies. Next, a critical discourse analysis of a GR professional development conversation between three European-American…
Descriptors: Faculty Development, Writing Tests, Alternative Assessment, African American Students
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Pimnada Khemkullanat; Somruedee Khongput – rEFLections, 2023
The present study implements a corpus-assisted approach with data-driven learning (DDL) in the EFL classroom to investigate its effectiveness in learning target grammatical collocations (verb-, adjective-, and noun-preposition collocations) of Thai undergraduate students and to examine the extent to which the students incorporate the collocational…
Descriptors: Undergraduate Students, English (Second Language), Second Language Learning, Second Language Instruction
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Song, Gang; Fan, Li – Higher Education Studies, 2023
Based on the theoretical approaches to interlanguage and discourse cohesiveness, this study examines international students' growth in discourse awareness and discourse competence in the teaching of elementary Chinese reading and writing, and explores a set of assessment methods for teaching discourse. The learners' knowledge and production of…
Descriptors: Interlanguage, Literacy Education, Foreign Students, Metalinguistics
Gary A. Troia; Frank R. Lawrence; Julie S. Brehmer; Kaitlin Glause; Heather L. Reichmuth – Grantee Submission, 2023
Much of the research that has examined the writing knowledge of school-age students has relied on interviews to ascertain this information, which is problematic because interviews may underestimate breadth and depth of writing knowledge, require lengthy interactions with participants, and do not permit a direct evaluation of a prescribed array of…
Descriptors: Writing Tests, Writing Evaluation, Knowledge Level, Elementary School Students
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Haya Shamir; Erik Yoder; David Pocklington – Online Submission, 2023
Identifying effective means of ameliorating achievement gaps and addressing literacy deficits is essential. Computer-assisted instruction (CAI) is one avenue for providing this effective instruction to the students that can most benefit from it. In the current study, kindergarten students in a public school district in Illinois received…
Descriptors: Teaching Methods, Literacy Education, Computer Assisted Instruction, Achievement Gap
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Demir, Cüneyt – African Educational Research Journal, 2020
Ambiguities are naturally found in languages and largely categorized into lexical and syntactical ambiguities. They are responsible for ambiguous expressions and may cause confusion in readers; therefore, accurate evaluation of them is critical for clear writing which is one of the prominent prerequisites for academic writing. The literature shows…
Descriptors: Writing (Composition), Ambiguity (Semantics), Lexicology, Syntax
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Allen, Abigail A.; Jung, Pyung-Gang; Poch, Apryl L.; Brandes, Dana; Shin, Jaehyun; Lembke, Erica S.; McMaster, Kristen L. – Reading & Writing Quarterly, 2020
The purpose of this study was to investigate evidence of reliability, criterion validity, and grade-level differences of curriculum-based measures of writing (CBM-W) with 612 students in grades 1-3. Four scoring procedures (words written, words spelled correctly, correct word sequences, and correct minus incorrect word sequences) were used with…
Descriptors: Curriculum Based Assessment, Writing Tests, Test Reliability, Test Validity
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Sinharay, Sandip; Zhang, Mo; Deane, Paul – Applied Measurement in Education, 2019
Analysis of keystroke logging data is of increasing interest, as evident from a substantial amount of recent research on the topic. Some of the research on keystroke logging data has focused on the prediction of essay scores from keystroke logging features, but linear regression is the only prediction method that has been used in this research.…
Descriptors: Scores, Prediction, Writing Processes, Data Analysis
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Carla Wood; Christopher Schatschneider – Reading & Writing Quarterly, 2021
The aims of the current project were to: (a) describe lexical diversity, morphologically complex word use (MCW), and writing quality ratings of 5th-grade students with diverse language backgrounds and (b) to examine the relationship between analytical components and writing quality ratings with performance on measures of language and literacy…
Descriptors: Writing Tests, Writing Achievement, Language Skills, Grade 5
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Gioia, Anthony R.; Ahmed, Yusra; Woods, Steven P.; Cirino, Paul T. – Reading and Writing: An Interdisciplinary Journal, 2023
There is significant overlap between reading and writing, but no known standardized measure assesses these jointly. The goal of the present study is to evaluate the properties of a novel measure, the Assessment of Writing, Self-Monitoring, and Reading (AWSM Reader), that simultaneously evaluates both reading comprehension and writing. In doing so,…
Descriptors: Reading Writing Relationship, Writing Evaluation, Self Evaluation (Individuals), Executive Function
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Wind, Stefanie A. – Language Testing, 2023
Researchers frequently evaluate rater judgments in performance assessments for evidence of differential rater functioning (DRF), which occurs when rater severity is systematically related to construct-irrelevant student characteristics after controlling for student achievement levels. However, researchers have observed that methods for detecting…
Descriptors: Evaluators, Decision Making, Student Characteristics, Performance Based Assessment
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Reem Khamis-Dakwar; Baha Makhoul – Journal of Multilingual and Multicultural Development, 2024
The study examined the relationship between children's explicit knowledge and awareness of diglossia (EKAD) and learning Arabic in school. Additionally, this study addresses the interrelationships between EKAD and oral comprehension, lexical, phonological, and morphosyntactic awareness upon the transition to reading to learn. Thirty typicaly…
Descriptors: Grade 5, Grade 6, Arabic, Gender Differences
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Campbell, Kelly; Chen, Yi-Jui; Shenoy, Sunaina; Cunningham, Anne E. – Reading and Writing: An Interdisciplinary Journal, 2019
Findings from education to neuroscience highlight the role of young children's print-related skills, including early writing, in predicting and enhancing the development of their later literacy abilities. However, the field lacks standardized, comprehensive measures with relatively brief scoring systems that can capture the progression from…
Descriptors: Preschool Children, Beginning Writing, Preschool Curriculum, Writing Evaluation
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