A review of theories and research into second language writing assessment criteria
As language assessment in Vietnam is being intensively attended to by the Ministry of Education and Training and is actually critically transformed, criterion-referenced assessment has gradually been a familiar term for language teachers, assessors and administrators. Although the name of the app...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
H. : ĐHQGHN
2019
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| Subjects: | |
| Online Access: | http://repository.vnu.edu.vn/handle/VNU_123/66798 https://doi.org/10.25073/2525-2445/vnufs.4371 |
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| Institution: | Vietnam National University, Hanoi |
| Language: | English |
| Summary: | As language assessment in Vietnam is being intensively attended to by the Ministry
of Education and Training and is actually critically transformed, criterion-referenced assessment has
gradually been a familiar term for language teachers, assessors and administrators. Although the name of
the approach has been extensively used, most teachers of English at all levels of language education still
face the challenge of identifying “criteria” for writing assessment scales. This paper attempts to provide a
reference for teachers and researchers in second language writing concerning on the major development
in the feld in defning this construct of “writing competence”. The paper focuses more on the existing
and published literature globally on English writing teaching approaches, research and practices. These
contents are reviewed and summarized into two major strands: the product-oriented considerations and the
process-oriented considerations. |
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