Article published In:
Dutch Journal of Applied Linguistics
Vol. 3:1 (2014) ► pp.101108
Cumming, A., Kantor, R., & Powers, D. (
2002) Decision making while rating ESL/EFL writing tasks: A descriptive framework. Modern Language Journal, 861, 67–96. DOI logoGoogle Scholar
Davies, A. (
1997) Introduction: The limits of ethics in language testing. Language Testing, 141, 235–241. DOI logoGoogle Scholar
DeRemer, M. (
1998) Writing assessment: Raters’ elaboration of the rating task. Assessing Writing, 51, 7–29. DOI logoGoogle Scholar
Eckes, T. (
2008) Rater types in writing performance assessments: A classification approach to rater variability. Language Testing, 25(2), 155–185. DOI logoGoogle Scholar
Freedman, S.W. (
1981) Influences of evaluation of expository essays: Beyond the text. Research in the Teaching of English, 151, 245–255.Google Scholar
Freedman, S.W., & Calfee, R.C. (
1983) Holistic assessment of writing: Experimental design and cognitive theory. In P. Mosenthal, L. Tamor, & S.A. Walmsley (Eds.), Research on writing: Principles and methods (pp. 75–98). New York: Longman.Google Scholar
Hunt, K. (
1965) Grammatical structures written at three grade levels. (NCTE Research report No. 3). Champaign, IL, USA: NCTE.Google Scholar
Jin, Y., & Fan, J. (
2011) Test for English Majors (TEM) in China. Language Testing, 28(4), 589–596. DOI logoGoogle Scholar
Knoch, U. (
2009) Diagnostic assessment of writing: A comparison of two rating scales. Language Testing, 26(2), 275–304. DOI logoGoogle Scholar
Lim, G.S. (
2011) The development and maintenance of rating quality in performance writing assessment: A longitudinal study of new and experienced raters. Language Testing, 281, 543–560. DOI logoGoogle Scholar
Lumley, T. (
2002) Assessment criteria in a large-scale writing test: What do they really mean to the raters? Language Testing, 19(3), 246–276. DOI logoGoogle Scholar
2005) Assessing second language writing: The rate’s perspective. Frankfurt am Main: Peter Lang.Google Scholar
Neilsen, L., & Piche, G. (
1981) The influence of headed nominal complexity and lexical choice on teachers’ evaluation of writing. Research in the Teaching of English, 151, 65–74.Google Scholar
O’Sullivan, B., & Rignall, M. (
2007) Assessing the value of bias analysis feedback to raters for the IELTS writing module. In L. Taylor, & P. Falvey (Eds.), IELTS collected papers (pp. 446–476). Cambridge: Cambridge University Press.Google Scholar
Sakyi, A. (
2000) Validation of holistic scoring for ESL writing assessment: A study of how raters evaluate ESL compositions on a holistic scale. In A.J. Kunnan (Ed.), Fairness and validation in language assessment (pp. 130–153). Cambridge: Cambridge University Press.Google Scholar
Shohamy, E. (
2001) The power of tests: A critical perspective on the uses of language tests. London: Longman.Google Scholar
Stewart, M., & Grobe, C. (
1979) Syntactic maturity, mechanics of writing, and teachers’ quality ratings. Research in the Teaching of English, 131, 207–215.Google Scholar
Vaughan, C. (
1991) Holistic assessment: What goes on in the rater’s mind? In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 111–125). Norwood, NJ: Ablex.Google Scholar
Veal, L.R. (
1974) Syntactic measures and rated quality in the writing of young children. (Studies in Language Education, Report No. 8). Athens: University of Georgia. (ERIC Document Reproduction Service No. 090 55).Google Scholar
Zou, S. (
2011) On enhancing test fairness: The case of the TEM4 and TEM8. Foreign Language Testing and Teaching, (1), 42–50.Google Scholar