Shaping a Score: Complexity, Accuracy, and Fluency in Integrated Writing Performances

Autor/inn/en	Plakans, Lia; Gebril, Atta; Bilki, Zeynep
Titel	Shaping a Score: Complexity, Accuracy, and Fluency in Integrated Writing Performances
Quelle	In: Language Testing, 36 (2019) 2, S.161-179 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532216669537
Schlagwörter	Accuracy; Language Tests; Scores; Writing Evaluation; Writing Tests; Computer Assisted Testing; Essays; Correlation; Prediction; Language Skills; Language Fluency; Error Analysis (Language); Morphology (Languages); Syntax; English (Second Language); Second Language Learning; Test Validity; Grammar; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Writing test; Schreibtest; Essay; Aufsatzunterricht; Korrelation; Vorhersage; Language skill; Sprachkompetenz; Language skills; Error analysis; Language; Fehleranalyse; Morphology; Morphologie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Testvalidität; Grammatik
Abstract	The present study investigates integrated writing assessment performances with regard to the linguistic features of complexity, accuracy, and fluency (CAF). Given the increasing presence of integrated tasks in large-scale and classroom assessments, validity evidence is needed for the claim that their scores reflect targeted language abilities. Four hundred and eighty integrated writing essays from the Internet-based Test of English as a Foreign Language (TOEFL) were analyzed using CAF measures with correlation and regression to determine how well these linguistic features predict scores on reading--listening--writing tasks. The results indicate a cumulative impact on scores from these three features. Fluency was found to be the strongest predictor of integrated writing scores. Analysis of error type revealed that morphological errors contributed more to the regression statistic than syntactic or lexical errors. Complexity was significant but had the lowest correlation to score across all variables. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01