Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

Score generalizability of academic writing tasks: Does one test method fit it all?

16 references·16 citing·37 second hopsampled

FromToDepth

this work references cited by second hop· second hop is a sample of the most-cited connections

References

1998Language Testing in Practice2,323 cited
2001Generalizability Theory1,121 cited
1996Validity and washback in language testing930 cited
1986Reading in a Foreign Language839 cited
2002Assessing Writing777 cited
1971Research in the Teaching of English767 cited
1996Borrowing Others' Words: Text, Ownership, Memory, and Plagiarism735 cited
2004Statistical Analyses for Language Assessment575 cited
2003Good and original: Plagiarism and patchwriting in academic second-language writing512 cited
1997"Completely Different Worlds": EAP and the Writing Experiences of ESL Students in University Courses408 cited
1998Using FACETS to model rater training effects371 cited
2005Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL345 cited
1993Sampling Variability of Performance Assessments338 cited
2002Assessment criteria in a large-scale writing test: what do they really mean to the raters?323 cited
1985Contrastive Rhetoric: An American Writing Teacher in China316 cited
1990The Literature of Direct Writing Assessment: Major Concerns and Prevailing Trends

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

282 cited

Cited by

2014Effect of genre on the generalizability of writing scores87 cited
2015Developing rubrics to assess the reading-into-writing skills: A case study76 cited
2016Source-based tasks in academic writing assessment: Lexical diversity, textual borrowing and proficiency75 cited
2014Assembling validity evidence for assessing academic writing: Rater reactions to integrated tasks63 cited
2014What accounts for integrated reading-to-write task scores?61 cited
2015Improving the Validity of Quantitative Measures in Applied Linguistics Research161 cited
2015Task and rater effects in L2 speaking and writing: A synthesis of generalizability studies54 cited
2010Bringing reading-to-write and writing-only assessment tasks together: A generalizability analysis51 cited
2016Exploring the Relationships Between Independent Listening and Listening-Reading-Writing Tasks in Chinese Language Testing: Toward a Better Understanding of the Construct Underlying Integrated Writing Tasks49 cited
2012ESP and Assessment47 cited
2020An Extensive Knowledge Mapping Review of Measurement and Validity in Language Assessment and SLA Research42 cited
2018Integrated writing scores based on holistic and multi-trait scales: A generalizability analysis41 cited
2018Source use in the story continuation writing task41 cited
2016Investigating Score Dependability in English/Chinese Interpreter Certification Performance Testing: A Generalizability Theory Approach40 cited
2013Investigating the effects of prompt characteristics on the comparability of TOEFL iBT™ integrated writing tasks39 cited
2017Differences between the relationship of L1 learners’ performance in integrated writing with both independent listening and independent reading cognitive skills36 cited