好文推荐 | What has been assessed in writing and how?

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本期文章：

What has been assessed in writing and how? Empirical evidence from Assessing Writing (2000–2018)

来源期刊：Assessing Writing

作者：Yao Zheng, Yu Shulin

摘要：

Using content analysis, this review study examines 219 empirical research articles published in Assessing Writing (2000–2018) to give a view of the development of writing assessment over the past 25 years. It reports overall and periodic analyses (2000–2009 and 2010–2018) of the contextual, theoretical, and methodological orientations of those articles to gain a comprehensive understanding of what has been assessed in writing and how. Findings indicate that the typical research contexts and participants were L1 undergraduates in U.S. universities/colleges, and the main research foci were validity and reliability, feedback, and testing performance. Among the theoretical orientations from a measurement-theory perspective and a writing-theory perspective, the most common orientations were Generalizability Theory, writing in a sociocultural context, and writing as a cognitive process. Research methodologies were predominately quantitative and text data represented the main source. Periodical analyses show a trend of studies taking place outside North America, covering more macro-contexts, investigating raters, using a combination of methodologies, and drawing on experimental data.

简评：

本文从研究情境、理论视角和方法论的视角整理分析了在Assessing Writing上面发表的了219篇实证文章。

文章尝试探究写作评价的转换潮流和ASW在写作测试发表基地的核心作用。

从研究情境的角度来说，近年来该期刊发表文章的主要来源于美国、加拿大、新西兰，源于中国的研究居第四位；研究主要阵地是大学和学院；研究主要对象是本科生。

从研究焦点来说，信度和效度研究占据相关研究的核心位置，其他还包括反馈、考试表现、写作质量；研究大都在两个研究理论的指导下进行：写作理论和测量理论。

从研究方法上来说，定量为主，定性为辅，同时也包括相应的定性和定量结合的文章。

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