This is the first volume to focus on the assessment of second
language writing. The collection as a whole provides coverage of
all issues in second language writing assessment, starting from the
context in which and for which assessment must occur, moving
through the aspects of decision-making and design in a writing
assessment program, and then considering how the need to evaluate
any program on assessment can be carried out. After a discussion of
issues of public reporting, an area which will receive increasing
attention in the next few years, the volume closes with a
discussion of what new issues and answers the future may bring. The
book reflects the current belief in direct writing assessment in
second language writing assessment. While it is often expected that
those working with ESL students will focus on language error,
throughout the book themes of needs, attitudes, ideas and content
dominate. For second language writers the use of written language
to learn, to create knowledge and to share ideas and beliefs are
vitally important. Additionally, issues of cross-cultural academic
literacy, practical information on criteria and scoring models for
use with ESL writers, and research on the efficacy and effects of
various assessment models are provided. The book blends theory and
practice in a way which offers all those who are concerned with the
writing skills of nonnative users of English an invaluable
resource.
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