LEADER 04681nam 2200589 450 001 9910463286103321 005 20200903223051.0 010 $a90-04-24848-X 024 7 $a10.1163/9789004248489 035 $a(CKB)2670000000409714 035 $a(EBL)1823646 035 $a(SSID)ssj0001098822 035 $a(PQKBManifestationID)11710656 035 $a(PQKBTitleCode)TC0001098822 035 $a(PQKBWorkID)11046579 035 $a(PQKB)10675132 035 $a(MiAaPQ)EBC1823646 035 $a(nllekb)BRILL9789004248489 035 $a(Au-PeEL)EBL1823646 035 $a(CaPaEBR)ebr10959416 035 $a(CaONFJC)MIL653626 035 $a(OCoLC)866578861 035 $a(EXLCZ)992670000000409714 100 $a20121107d2012 uy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aMeasuring writing $erecent insights into theory, methodology and practices /$fedited by Elke van Steendam [and three others] 210 1$aBoston, Massachusetts :$cBrill,$d2012. 215 $a1 online resource (257 p.) 225 1 $aStudies in writing,$x1572-6304 ;$v27 300 $aDescription based upon print version of record. 311 $a1-78190-267-4 311 $a1-322-22346-7 320 $aIncludes bibliographical references and index. 327 $tPreliminary Material /$rElke van Steendam , Marion Tillema , Gert Rijlaarsdam and Huub van Den Bergh -- $tThe Validity and Generalizability of Writing Scores: The Effect of Rater, Task and Language /$rRob Schoonen -- $tGeneralizability of Text Quality Scores /$rHuub van den Bergh , Sven De Maeyer , Daphne van Weijen and Marion Tillema -- $tAdvantages and Disadvantages of Different Text Coding Procedures for Research and Practice in a School Context /$rAstrid Neumann -- $tExamining the Validity of Single-Occasion, Single-Genre, Holistically Scored Writing Assessments /$rNatalie G. Olinghouse , Tanya Santangelo and Joshua Wilson -- $tCombining Score and Text Analyses to Examine Task Equivalence in Writing Assessments /$rKhaled Barkaoui and Ibtissem Knouzi -- $tRaters? Perceptions of Textual Borrowing in Integrated Writing Tasks /$rSara Cushing Weigle and Megan Montee -- $tComputer Scoring and Quality of Thought in Assessing Writing /$rDoug McCurry -- $tChallenges of Using Automated Essay Evaluation Software for Assessing Multimodal Writing /$rCarl Whithaus -- $tReferences /$rElke van Steendam , Marion Tillema , Gert Rijlaarsdam and Huub van Den Bergh -- $tAuthor Index /$rElke van Steendam , Marion Tillema , Gert Rijlaarsdam and Huub van Den Bergh -- $tSubject Index /$rElke van Steendam , Marion Tillema , Gert Rijlaarsdam and Huub van Den Bergh -- $tList of Volumes /$rElke van Steendam , Marion Tillema , Gert Rijlaarsdam and Huub van Den Bergh. 330 $aThis volume provides a state-of-the-art overview of theory, methodology and practices in the assessment of writing. The focus throughout the book is on the construct of writing and its assessment: what constitutes writing ability and how can it be defined (in various contexts)? This question cannot be answered without looking into the methodological question of how to validate and measure the construct of writing ability. Throughout the book, therefore, discussions integrate theoretical and methodological issues. A number of chapters discusses whether varying definitions and varying operationalizations of writing ability are needed in various contexts, such as formative assessments versus summative assessments, large scale assessments versus individual assessments, different tasks, different genres, and different languages, but also different age groups. A range of rating methods is investigated and discussed in this book. The ongoing debate on holistic versus analytic ratings, and the different underlying conceptions of writing proficiency, is a pertinent matter, on which a number of chapters in this volume shed new light. The matter is discussed and analyzed from various angles, such as generalizability of judgements and usability in formative contexts. Another fundamental debate concerns computer scoring of written products. A nuanced discussion of its validity is presented in this volume. 410 0$aStudies in writing ;$vv. 27. 606 $aComposition (Language arts)$xAbility testing 608 $aElectronic books. 615 0$aComposition (Language arts)$xAbility testing. 676 $a808.0071 702 $aSteendam$b Elke van 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910463286103321 996 $aMeasuring writing$92094080 997 $aUNINA