Journal article
An assessment perspective on argumentation in writing
Journal of second language writing, Vol.36, pp.85-86
06/2017
DOI: 10.1016/j.jslw.2017.05.008
Abstract
Argumentative writing appears with regularity in assessments of academic English. Hirvela uses examples of writing sections from standardized assessments (e.g.TOEFL, IELTS, and GRE) to spotlight the situation: “The fact that we rely so heavily on argumentative writing to tell us how well students write academically highlights the importance of argumentation in SLW [second language writing]”. For a language tester, selecting this task genre for performance assessment should entail careful consideration of empirical evidence to inform test design, development, and use. However, research focused on argumentation in test tasks is scarce, confirming Hirvela’s call for more empirical research that looks into argumentation. In this response, we explore four key aspects of assessment in their relation to argumentation: 1) construct definition; 2) tasks; 3); test performance; and 4) scoring.
Details
- Title: Subtitle
- An assessment perspective on argumentation in writing
- Creators
- Lia PlakansAtta Gebril
- Resource Type
- Journal article
- Publication Details
- Journal of second language writing, Vol.36, pp.85-86
- DOI
- 10.1016/j.jslw.2017.05.008
- ISSN
- 1060-3743
- eISSN
- 1873-1422
- Language
- English
- Date published
- 06/2017
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9983993481802771
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