Test interactiveness of holistic scoring and profile scoring in EFL classroom writing assessment:a different perspective to compare the effectiveness of two grading approaches

目录
CHAPTER ONE INTRODUCTION
1.1 Context of the Problem
1.2 Purpose of the Study
1.3 Research Questions
1.4 Significance and Rationale of the Study
1.5 Organization of the Writing
1.6 Definitions of Selected Terms
CHAPTER TWO REVIEW OF RELATED LITERATURE
2.1 Direct Writing Assessment and Issues of Grading
2.1.1 Historical View
2.1.2 Contrastive Views
2.1.3 Nature of Direct Writing Assessment
2.1.4 Classroom Assessment:Concerns and Issues
2.1.5 Common Methods of Direct Writing Assessment
2.2 Test Quality Control
2.2.1 Test Quality:Perspectives
2.2.2 Test Usefulness and Test Interactiveness
2.2.3 Writing Research Literature
2.2.4 Revisiting Holistic and Analytic Scoring
CHAPTER THREE METHODOLOGY
3.1 Ethical Considerations
3.2 Research Design:An Overview
3.3 Variables
3.4 Subject Groups
3.4.1 Sampling
3.4.2 Power Analysis(priori)
3.5 Experienced Teachers' Judgment and Students' Self-assessments
3.6 Test Development and Instructional Design
3.6.1 Educational Context:College English Instruction and Assessment
3.6.2 Defining the Construct
3.7 Instruments
3.7.1 Grading Scales
3.7.2 Task Development and Prompt Selection
3.7.3 Affective Involvement
3.7.4 Strategic Competence in the Revision Process
3.8 Data Collection Procedures
3.8.1 Writing Performance
3.8.2 Scoring Writing
3.8.3 Responses to the Questionnaires
3.9 Data Analyses
CHAPTER FOUR RESULTS
4.1 Findings
4.1.1 Results for Secondary Research Question 1:Language Knowledge
4.1.2 Results for Secondary Research Question 2:Topical Knowledge
4.1.3 Results for Secondary Research Question 3:Affective Involvement
4.1.4 Results for Secondary Research Question 4:Strategic Competence
4.2 Validation of Instruments
4.2.1 Writing Assessments:Tasks and Scores
4.2.2 Questionnaires
CHAPTER FIVE DISCUSSION AND CONCLUSION
5.1 Summary and Discussions
5.1.1 Learning Gains in Products and Processes
5.1.2 Test Interactiveness of Holistic Scoring and Analytic Scoring
5.2 Implications
5.2.1 Implications for Assessment
5.2.2 Implications for Instruction:Strategy Instruction
5.3 Revisiting Assessment Criteria:Basic Functions
5.4 Limitations
5.5 Future Research
5.6 Concluding Remarks
APPENDICES
Appendix A Holistic rubric
Appendix B Analytic rubrics
Appendix C The Affective Involvement Questionnaire
Appendix D The Revision Questionnaire
Appendix E Writing performance record sheet
Appendix F Writing prompts
Appendix G The Writing Attitude Questionnaire:the Attitude scale
Appendix H The Writing Apprehension Test
Appendix I The Foreign Language Classroom Anxiety Scale
Appendix J The Haifa Questionnaire
Appendix K Summary statistics for rating results
REFERENCES