메뉴 건너뛰기




Volumn 18, Issue 4, 2013, Pages 300-308

A closer look at integrated writing tasks: Towards a more focussed definition for assessment purposes

Author keywords

Integrated tasks; Integrated writing tasks; Writing assessment

Indexed keywords


EID: 84885052881     PISSN: 10752935     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.asw.2013.09.003     Document Type: Article
Times cited : (76)

References (57)
  • 3
    • 84885061476 scopus 로고    scopus 로고
    • Retrieved from
    • Cambridge ESOL Cambridge English Advanced: Writing 2012, Retrieved from. http://cambridge-english-advanced.cambridgeesol.org/exam-overview/format-of-the-exam/writing.html.
    • (2012) Cambridge English Advanced: Writing
    • Cambridge ESOL1
  • 4
    • 84856298998 scopus 로고    scopus 로고
    • Validity argument for language assessment: The framework is simple
    • Chapelle C.A. Validity argument for language assessment: The framework is simple. Language Testing 2012, 29(1):19-27.
    • (2012) Language Testing , vol.29 , Issue.1 , pp. 19-27
    • Chapelle, C.A.1
  • 7
    • 84885026095 scopus 로고    scopus 로고
    • Investigating the effects of prompt characteristics on the comparability of TOEFL iBT integrated tasks
    • (Online first, May, 16, 2013)
    • Cho Y., Rijmen F., Novák J. Investigating the effects of prompt characteristics on the comparability of TOEFL iBT integrated tasks. Language Testing 2013, 16:2013. (Online first, May, 16, 2013).
    • (2013) Language Testing , vol.16 , pp. 2013
    • Cho, Y.1    Rijmen, F.2    Novák, J.3
  • 8
    • 84874472468 scopus 로고    scopus 로고
    • Assessing integrated writing tasks for academic purposes: Promises and perils
    • Cumming A. Assessing integrated writing tasks for academic purposes: Promises and perils. Language Assessment Quarterly 2013, 10(1):1-8.
    • (2013) Language Assessment Quarterly , vol.10 , Issue.1 , pp. 1-8
    • Cumming, A.1
  • 9
    • 18844376740 scopus 로고    scopus 로고
    • A teacher-verification study of speaking and writing prototype tasks for a new TOEFL
    • Cumming A., Grant L., Mulcahy-Ernt P., Powers D. A teacher-verification study of speaking and writing prototype tasks for a new TOEFL. Language Testing 2004, 21(2):159-197.
    • (2004) Language Testing , vol.21 , Issue.2 , pp. 159-197
    • Cumming, A.1    Grant, L.2    Mulcahy-Ernt, P.3    Powers, D.4
  • 11
    • 18844439204 scopus 로고    scopus 로고
    • Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL
    • Cumming A., Kantor R., Baba K., Erdosy U., Eouanzoui K., James M. Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL. Assessing Writing 2005, 10:5-43.
    • (2005) Assessing Writing , vol.10 , pp. 5-43
    • Cumming, A.1    Kantor, R.2    Baba, K.3    Erdosy, U.4    Eouanzoui, K.5    James, M.6
  • 14
    • 0040675369 scopus 로고    scopus 로고
    • Reading-to-write reading and writing tasks and ESL students' reading and writing performance in an English language test
    • Esmaeili H. Reading-to-write reading and writing tasks and ESL students' reading and writing performance in an English language test. Canadian Modern Language Review 2002, 58:599-622.
    • (2002) Canadian Modern Language Review , vol.58 , pp. 599-622
    • Esmaeili, H.1
  • 15
    • 84937281097 scopus 로고    scopus 로고
    • Building on the impromptu: A source-based writing assessment
    • Feak C., Dobson B. Building on the impromptu: A source-based writing assessment. College ESL 1996, 6(1):73-84.
    • (1996) College ESL , vol.6 , Issue.1 , pp. 73-84
    • Feak, C.1    Dobson, B.2
  • 16
    • 34248691045 scopus 로고    scopus 로고
    • Test decisions over time: Tracking validity
    • Fox J. Test decisions over time: Tracking validity. Language Testing 2004, 21(4):437-465.
    • (2004) Language Testing , vol.21 , Issue.4 , pp. 437-465
    • Fox, J.1
  • 17
    • 0002636995 scopus 로고    scopus 로고
    • Does thick description lead to smart tests? A data-based approach to rating scale construction
    • Fulcher G. Does thick description lead to smart tests? A data-based approach to rating scale construction. Language Testing 1996, 13(2):208-238.
    • (1996) Language Testing , vol.13 , Issue.2 , pp. 208-238
    • Fulcher, G.1
  • 19
    • 50449103785 scopus 로고    scopus 로고
    • Reading and writing relations: Second language perspectives on research and practice
    • Cambridge University Press, Cambridge, B. Kroll (Ed.)
    • Grabe W. Reading and writing relations: Second language perspectives on research and practice. Exploring the dynamics of second language writing 2003, 242-262. Cambridge University Press, Cambridge. B. Kroll (Ed.).
    • (2003) Exploring the dynamics of second language writing , pp. 242-262
    • Grabe, W.1
  • 20
    • 84885062541 scopus 로고    scopus 로고
    • Reading and writing together: A critical component of English for academic purposes teaching and learning
    • Grabe W., Zhang C. Reading and writing together: A critical component of English for academic purposes teaching and learning. TESOL Journal 2013, 4(1):9-24.
    • (2013) TESOL Journal , vol.4 , Issue.1 , pp. 9-24
    • Grabe, W.1    Zhang, C.2
  • 21
    • 77954458467 scopus 로고    scopus 로고
    • Bringing reading-to-write and writing-only assessment tasks together: A generalizability analysis
    • Gebril A. Bringing reading-to-write and writing-only assessment tasks together: A generalizability analysis. Assessing Writing 2010, 15:100-117.
    • (2010) Assessing Writing , vol.15 , pp. 100-117
    • Gebril, A.1
  • 22
    • 85055271612 scopus 로고
    • Mining texts in reading-to-write
    • Greene S. Mining texts in reading-to-write. Journal of Advanced Composition 1992, 12(1):151-170.
    • (1992) Journal of Advanced Composition , vol.12 , Issue.1 , pp. 151-170
    • Greene, S.1
  • 24
    • 84863326841 scopus 로고    scopus 로고
    • Health sciences communication skills test: the development of a rating scale
    • Inoue M. Health sciences communication skills test: the development of a rating scale. Melbourne Papers in Language Testing 2009, 14(1):55-91.
    • (2009) Melbourne Papers in Language Testing , vol.14 , Issue.1 , pp. 55-91
    • Inoue, M.1
  • 26
    • 11944265202 scopus 로고
    • An argument-based approach to validation
    • Kane M.T. An argument-based approach to validation. Psychological Bulletin 1992, 112:527-535.
    • (1992) Psychological Bulletin , vol.112 , pp. 527-535
    • Kane, M.T.1
  • 27
    • 33846423101 scopus 로고    scopus 로고
    • Validation
    • Greenwood Publishing, Westport, CT, R.L. Brennan (Ed.)
    • Kane M.T. Validation. Educational measurement 2006, 17-64. Greenwood Publishing, Westport, CT. 4th ed. R.L. Brennan (Ed.).
    • (2006) Educational measurement , pp. 17-64
    • Kane, M.T.1
  • 28
    • 84856259567 scopus 로고    scopus 로고
    • Validating score interpretations and uses
    • Kane M.T. Validating score interpretations and uses. Language Testing 2012, 29(1):3-17.
    • (2012) Language Testing , vol.29 , Issue.1 , pp. 3-17
    • Kane, M.T.1
  • 30
    • 84933480523 scopus 로고    scopus 로고
    • Completely different worlds": EAP and the writing experiences of ESL students in university courses
    • Leki I., Carson J. Completely different worlds": EAP and the writing experiences of ESL students in university courses. TESOL Quarterly 1997, 31(1):39-69.
    • (1997) TESOL Quarterly , vol.31 , Issue.1 , pp. 39-69
    • Leki, I.1    Carson, J.2
  • 32
    • 0002353120 scopus 로고
    • Validity
    • American Council on Education and Macmillan, New York, R.L. Linn (Ed.)
    • Messick S. Validity. Educational measurement 1989, 13-103. American Council on Education and Macmillan, New York. 3rd ed. R.L. Linn (Ed.).
    • (1989) Educational measurement , pp. 13-103
    • Messick, S.1
  • 33
    • 84863327229 scopus 로고    scopus 로고
    • Validating the intergrated writing task of the TOEFL internet-based test (iBT): Linguistic analysis of test takers' use of input materials
    • Ohkubo N. Validating the intergrated writing task of the TOEFL internet-based test (iBT): Linguistic analysis of test takers' use of input materials. Melbourne Papers in Language Testing 2009, 14(1):1-39.
    • (2009) Melbourne Papers in Language Testing , vol.14 , Issue.1 , pp. 1-39
    • Ohkubo, N.1
  • 34
    • 53349162183 scopus 로고    scopus 로고
    • Comparing composing processes in writing-only and reading-to-write test tasks
    • Plakans L. Comparing composing processes in writing-only and reading-to-write test tasks. Assessing Writing 2008, 13(2):111-129.
    • (2008) Assessing Writing , vol.13 , Issue.2 , pp. 111-129
    • Plakans, L.1
  • 35
    • 70350525069 scopus 로고    scopus 로고
    • Discourse synthesis in integrated second language assessment
    • Plakans L. Discourse synthesis in integrated second language assessment. Language Testing 2009, 26(4):561-587.
    • (2009) Language Testing , vol.26 , Issue.4 , pp. 561-587
    • Plakans, L.1
  • 36
    • 70350540524 scopus 로고    scopus 로고
    • The role of reading strategies in L2 writing tasks
    • Plakans L. The role of reading strategies in L2 writing tasks. Journal of English for Academic Purposes 2009, 8(4):252-266.
    • (2009) Journal of English for Academic Purposes , vol.8 , Issue.4 , pp. 252-266
    • Plakans, L.1
  • 37
    • 77950653610 scopus 로고    scopus 로고
    • Independent versus integrated writing tasks: A comparison of task representation
    • Plakans L. Independent versus integrated writing tasks: A comparison of task representation. TESOL Quarterly 2010, 44(1):185-194.
    • (2010) TESOL Quarterly , vol.44 , Issue.1 , pp. 185-194
    • Plakans, L.1
  • 38
    • 85086973633 scopus 로고    scopus 로고
    • Writing integrated items
    • Routledge, UK, G. Fulcher, F. Davidson (Eds.)
    • Plakans L. Writing integrated items. The Routledge handbook of language testing 2012, 249-261. Routledge, UK. G. Fulcher, F. Davidson (Eds.).
    • (2012) The Routledge handbook of language testing , pp. 249-261
    • Plakans, L.1
  • 39
    • 84855790026 scopus 로고    scopus 로고
    • A close investigation into source use in integrated second language writing tasks
    • Plakans L., Gebril A. A close investigation into source use in integrated second language writing tasks. Assessing Writing 2012, 17:18-34.
    • (2012) Assessing Writing , vol.17 , pp. 18-34
    • Plakans, L.1    Gebril, A.2
  • 40
    • 84879325264 scopus 로고    scopus 로고
    • Using multiple texts in an integrated writing assessment: source test use as a predictor of score
    • Plakans L., Gebril A. Using multiple texts in an integrated writing assessment: source test use as a predictor of score. Journal of Second Language Writing 2013, 22:217-230.
    • (2013) Journal of Second Language Writing , vol.22 , pp. 217-230
    • Plakans, L.1    Gebril, A.2
  • 42
    • 0042356000 scopus 로고
    • Providing relevant content in an EAP writing test
    • Read J. Providing relevant content in an EAP writing test. English for Specific Purposes 1990, 9:109-121.
    • (1990) English for Specific Purposes , vol.9 , pp. 109-121
    • Read, J.1
  • 43
    • 50449107484 scopus 로고    scopus 로고
    • Identifying academic language needs through diagnostic assessment
    • Read J. Identifying academic language needs through diagnostic assessment. Journal of English for Academic Purposes 2008, 7(3):180-190.
    • (2008) Journal of English for Academic Purposes , vol.7 , Issue.3 , pp. 180-190
    • Read, J.1
  • 44
    • 33751142726 scopus 로고    scopus 로고
    • Reading-to-write: self-regulated learning strategies when writing essays from sources
    • Risemberg R. Reading-to-write: self-regulated learning strategies when writing essays from sources. Reading Research and Instruction 1996, 35:365-383.
    • (1996) Reading Research and Instruction , vol.35 , pp. 365-383
    • Risemberg, R.1
  • 45
    • 33748144804 scopus 로고    scopus 로고
    • The process of reading-to-write used by a skilled Spanish-as-a-foreign-language student: a case study
    • Ruiz-Funes M. The process of reading-to-write used by a skilled Spanish-as-a-foreign-language student: a case study. Foreign Language Annals 1999, 32:45-62.
    • (1999) Foreign Language Annals , vol.32 , pp. 45-62
    • Ruiz-Funes, M.1
  • 47
    • 84929066876 scopus 로고
    • Readers as writers composing from sources
    • Spivey N., King J.R. Readers as writers composing from sources. Reading Research Quarterly 1989, 24(1):7-26.
    • (1989) Reading Research Quarterly , vol.24 , Issue.1 , pp. 7-26
    • Spivey, N.1    King, J.R.2
  • 49
    • 2542460222 scopus 로고    scopus 로고
    • Integrating reading and writing in a competency test for non-native speakers of English
    • Weigle S. Integrating reading and writing in a competency test for non-native speakers of English. Assessing Writing 2004, 9:27-55.
    • (2004) Assessing Writing , vol.9 , pp. 27-55
    • Weigle, S.1
  • 52
    • 84862811736 scopus 로고    scopus 로고
    • Modeling the relationships between test-taking strategies and test performance on a graph-writing task: Implications for EAP
    • Yang H. Modeling the relationships between test-taking strategies and test performance on a graph-writing task: Implications for EAP. English for Specific Purposes 2012, 31:174-187.
    • (2012) English for Specific Purposes , vol.31 , pp. 174-187
    • Yang, H.1
  • 53
    • 42649103058 scopus 로고    scopus 로고
    • Students' voices in the evaluation of their written summaries: Empowerment and democracy for test takers?
    • Yu G. Students' voices in the evaluation of their written summaries: Empowerment and democracy for test takers?. Language Testing 2007, 24:539-572.
    • (2007) Language Testing , vol.24 , pp. 539-572
    • Yu, G.1
  • 54
    • 61549095745 scopus 로고    scopus 로고
    • Reading to summarize in English and Chinese: A tale of two languages?
    • Yu G. Reading to summarize in English and Chinese: A tale of two languages?. Language Testing 2008, 25:521-551.
    • (2008) Language Testing , vol.25 , pp. 521-551
    • Yu, G.1
  • 55
    • 67349199794 scopus 로고    scopus 로고
    • The shifting sands in the effects of source text summarizability on summary writing
    • Yu G. The shifting sands in the effects of source text summarizability on summary writing. Assessing Writing 2009, 14:116-137.
    • (2009) Assessing Writing , vol.14 , pp. 116-137
    • Yu, G.1
  • 56
    • 77952380119 scopus 로고    scopus 로고
    • Effects of presentation mode and computer familiarity in summarization of extended texts
    • Yu G. Effects of presentation mode and computer familiarity in summarization of extended texts. Language Assessment Quarterly 2010, 7(2):119-136.
    • (2010) Language Assessment Quarterly , vol.7 , Issue.2 , pp. 119-136
    • Yu, G.1
  • 57
    • 84874498035 scopus 로고    scopus 로고
    • From integrative to integrated language assessment: are we there yet?
    • Yu G. From integrative to integrated language assessment: are we there yet?. Language Assessment Quarterly 2013, 10(1):110-114.
    • (2013) Language Assessment Quarterly , vol.10 , Issue.1 , pp. 110-114
    • Yu, G.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.