This book tackles three choices that face developers of L2 writing
assessments: defining L2 writing abilities; collecting evidence of
those abilities (usually by getting L2 writers to write something);
and judging their performance (usually by assigning a score or
grade to it). It takes a historical view of how assessment
developers have made those choices, how contemporary practices
emerged, and of alternative techniques that have risen and fallen
over time. The three sections each tackle one of these choices. The
first considers the social functions that define L2 writing and
assessment; the second relates how assessment tasks have adapted to
changing conceptions of languages, writing, and assessment; and the
third explores how scoring systems have evolved. Each section
brings the reader up to date with current issues confronting
writing assessment (both in large-scale testing and in language
classrooms) before considering the new opportunities and challenges
of the digital age. This book will be of interest to students,
scholars and practitioners in language assessment, language
education, and applied linguistics.
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