Assessing L2 writing: Alternative constructs and ethical dilemmas

Assessing Writing

Volumn 8, Issue 2, 2002, Pages 73-83

  Cumming, Alister ^a  

^a UNIVERSITY OF TORONTO   (Canada)

Author keywords

English as a second or foreign language; Ethical standards; Fairness; Writing assessment

Indexed keywords

EID: 1942472601     PISSN: 10752935     EISSN: None     Source Type: Journal    
DOI: 10.1016/S1075-2935(02)00047-8     Document Type: Article

References (49)

1. Alderson, J.C., & Hamp-Lyons, L. (1996). TOEFL preparation courses: A study of washback. TESOL Quarterly, 13, 280-297.
2. Auerbach, E. (1992). Making meaning, making change: Participatory curriculum development for adult ESL literacy. Washington, DC: Center for Applied Linguistics and Delta Systems.
3. Bailey, K. (1999). Washback in language testing. TOEFL Monograph 15. Princeton, NJ: Educational Testing Service.
4. Berkenkotter, C., & Huckin, T. (1995). Genre knowledge in disciplinary communication: Cognition/culture/power. Hillsdale, NJ: Erlbaum.
5. Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates.
6. Brannon, L., & Knoblauch, C. (1982). On students' rights to their own texts: A model of teacher response. College Composition and Communication, 33, 157-166.
7. Bridgeman, B., & Carlson, S. (1983). Survey of academic writing tasks required of graduate and undergraduate students. TOEFL Research Report 15. Princeton, NJ: Educational Testing Service.
8. Carey, P., (1996).A review of psychometric and consequential issues related to performance assessment. TOEFL Monograph 3. Princeton, NJ: Educational Testing Service.
9. Code of Fair Testing Practices in Education. (1988). Washington, DC: Joint Committee on Testing Practices. Http://www.ericas.net/code.txt.
10. Corson, D. (1997). Critical realism: An emancipatory philosophy for applied linguistics? Applied Linguistics, 18, 166-188.
11. Cumming, A. (1994). Does language assessment facilitate recent immigrants' participation in Canadian society? TESL Canada Journal, 11, 117-133.
12. Cumming, A. (1997). The testing of writing in a second language. In: C. Clapham (Vol. Ed.) & D. Corson (Series Ed.), Language testing and assessment, Encyclopedia of language and education (Vol. 7, pp. 51-63). Dordrecht, The Netherlands: Kluwer.
13. Cumming, A. (1998). Theoretical perspectives on writing. Annual Review of Applied Linguistics, 18, 61-78.
14. Cumming, A., (2001a). Learning to write in a second language: Two decades of research. In: R. Manchon (Ed.), Writing in the L2 classroom: Issues in research and pedagogy. Special Issue of International Journal of English Studies, 1 (2), 1-23.
15. Cumming, A. (2001b). ESL/EFL writing instructors' practices for assessment: General or specific purposes? Language Testing, 18 (2), 207-224.
16. Cumming, A., Kantor, R., & Powers, D. (2002). Decision making while rating ESL/EFL writing tasks: A descriptive framework. Modern Language Journal, 86 (1), 67-96.
17. Cumming, A., Kantor, R., Powers, D., Santos, T., & Taylor, C. (2000). TOEFL 2000 writing framework: A working paper. TOEFL Monograph 18. Princeton, NJ: Educational Testing Service.
18. Educational Testing Service. (1992). TOEFL test of written English (3rd ed.). Princeton, NJ: Authors.
19. Ferris, D. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 31, 315-339.
20. Fulcher, G. (1999). Assessment in English for academic purposes: Puffing content validity in its place. Applied Linguistics, 20, 221-236.
21. Golub-Smith, M., Reese, C., & Steinhaus, K. (1993). Topic and topic type comparability on the test of written english. TOEFL Research Report 42. Princeton, NJ: Educational Testing Service.
22. Grant, L., & Ginther, A. (2000). Using computer-tagged linguistic features to describe L2 writing differences. Journal of Second Language Writing, 9, 123-145.
23. Hale, G., Taylor, C., Bridgeman, B., Carson, J., Kroll, B., & Kantor, R. (1996). A study of the writing tasks assigned in academic degree programs. TOEFL Research Report 54. Princeton, NJ: Educational Testing Service.
24. Hamp-Lyons, L. (1998). Ethical test preparation practice: The case of TOEFL. TESOL Quarterly, 32, 329-337.
25. Hamp-Lyons, L., & Kroll, B. (1997). TOEFL 200 writing: Composition, community, and assessment. TOEFL Monograph 5. Princeton, NJ: Educational Testing Service.
26. Homberger, N. (1989). Continua of biliteracy. Review of Educational Research, 59, 271-296.
27. International Language Testing Association. (2000). Code of ethics for ILTA. Language testing update, 27, 14-22.
28. Ivanic, R. (1998). Writing and identity: The discoursal construction of identity in academic writing. Amsterdam: John Benjamins.
29. Ivanic, R., & Camps, D. (2001). I am how I sound: Voice as self-representation in L2 writing. Journal of Second Language Writing, 10, 3-33.
30. Jamieson, J., Jones, S., Kirsch, I., Mosenthal, P., & Taylor, C. (2000). TOEFL 2000 framework: A working paper. TOEFL Monograph 16. Princeton, NJ: Educational Testing Service.
31. Kroll, B. (1979). A survey of writing needs of foreign and American college freshmen. English Language Teaching Journal, 33, 219-227.
32. Kunnan, A. (2000). Fairness and justice for all. In: A. Kunnan (Ed.), Fairness and validation in language assessment. Cambridge: Cambridge University Press.
33. Langer, J., & Applebee, A. (1987). How writing shapes thinking: A study of teaching and learning. Urbana, IL: National Council of Teachers of English.
34. Messick. (1989). Validity. In: R. Linn (Ed.), Educational measurement (pp. 13-103). New York: Macmillan.
35. Olson, D. (1996). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press.
36. Paltridge, B. (1994). Genre analysis and the identification of textual boundaries. Applied Linguistics, 15, 288-299.
37. Peirce, B. (1992). Demystifying the TOEFL reading test. TESOL Quarterly, 26, 665-689.
38. Purves, A. (1992). Reflections on research and assessment in written composition. Research in the Teaching of English, 26, 108-122.
39. Raimes, A. (1990). The TOEFL test of written English: Causes for concern. TESOL Quarterly, 24, 427-442.
40. Ramanthan, V., & Atkinson, D. (1999). Ethnographic approaches and methods in L2 writing research: A critical guide and review. Applied Linguistics, 20, 44-70.
41. Richardson, S. (2000). Students' conditioned response to teachers' response: Portfolio proponents, take note. Assessing Writing, 7, 117-141.
42. Rosenfeld, M., Leung, S., & Oltman, P. (2001). The reading, writing, speaking, and listening tasks important for academic success at the undergraduate and graduate levels, TOEFL Monograph Series 21. Princeton, NJ: Educational Testing Service.
43. Santos, T. (1992). Ideology in composition: L1 and ESL. Journal of Second Language Writing, 1, 1-15.
44. Sommers, N. (1982). Responding to student writing. College Composition and Communication, 33, 148-156.
45. Stansfield, C. (1993). Ethics, standards, and professionalism in language testing. Issues in Applied Linguistics, 4, 189-206.
46. Stansfield, C., & Ross, J. (1988). A long-term research agenda for the test of written English. Language Testing, 5, 160-186.
47. Trifonas, P. (2000). The ethics of writing: Derrida, deconstruction, and pedagogy. Lanham, MA: Rowman and Littlefield.
48. Zamel, V. (1985). Responding to student writing. TESOL Quarterly, 19, 79-101.
49. Zwick, R., & Thayer, D.T. (1995). A comparison of the performance of graduate and undergraduate school applicants on the Test of Written English. TOEFL Research Report. Princeton, NJ: Educational Testing Service.