Pub Date : 2025-06-16DOI: 10.1016/j.asw.2025.100958
John Elwood Romig , Amanda A. Olsen , Elizabeth Medina , Anna Tulloh
Significant majorities of students in secondary grade levels struggle to meet grade level expectations for writing. Progress monitoring with curriculum-based measurement is one possible strategy for shaping instruction towards improved student outcomes. However, relatively little research has examined curriculum-based measures for writing with students in secondary grade levels. This study included 89 8th grade participants who completed one curriculum-based measurement writing task weekly for 11 weeks and completed the Test of Written Language – 4 in the 12th week. Spearman’s rank correlations were calculated to determine the alternate form reliability and criterion validity evidence of the curriculum-based measurement tasks. We found alternate form reliability and criterion validity evidence to be weaker than established thresholds in the field but approaching what was found with other writing assessments. Educators should use caution when interpreting results of CBM in writing and consider alternative writing assessments for screening purposes.
{"title":"Criterion validity evidence and alternate form reliability of curriculum-based measures of written expression for eighth grade students","authors":"John Elwood Romig , Amanda A. Olsen , Elizabeth Medina , Anna Tulloh","doi":"10.1016/j.asw.2025.100958","DOIUrl":"10.1016/j.asw.2025.100958","url":null,"abstract":"<div><div>Significant majorities of students in secondary grade levels struggle to meet grade level expectations for writing. Progress monitoring with curriculum-based measurement is one possible strategy for shaping instruction towards improved student outcomes. However, relatively little research has examined curriculum-based measures for writing with students in secondary grade levels. This study included 89 8th grade participants who completed one curriculum-based measurement writing task weekly for 11 weeks and completed the <em>Test of Written Language – 4</em> in the 12th week. Spearman’s rank correlations were calculated to determine the alternate form reliability and criterion validity evidence of the curriculum-based measurement tasks. We found alternate form reliability and criterion validity evidence to be weaker than established thresholds in the field but approaching what was found with other writing assessments. Educators should use caution when interpreting results of CBM in writing and consider alternative writing assessments for screening purposes.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"66 ","pages":"Article 100958"},"PeriodicalIF":4.2,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144290887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-03DOI: 10.1016/j.asw.2025.100954
Scott A. Crossley , Perpetual Baffour , L. Burleigh , Jules King
This paper introduces ASAP 2.0, a dataset of ∼25,000 source-based argumentative essays from U.S. secondary students. The corpus addresses the shortcomings of the original ASAP corpus by including demographic data, consistent scoring rubrics, and source texts. ASAP 2.0 aims to support the development of unbiased, sophisticated Automatic Essay Scoring (AES) systems that can foster improved educational practices by providing summative to students. The corpus is designed for broad accessibility with the hope of facilitating research into writing quality and AES system biases.
{"title":"A large-scale corpus for assessing source-based writing quality: ASAP 2.0","authors":"Scott A. Crossley , Perpetual Baffour , L. Burleigh , Jules King","doi":"10.1016/j.asw.2025.100954","DOIUrl":"10.1016/j.asw.2025.100954","url":null,"abstract":"<div><div>This paper introduces ASAP 2.0, a dataset of ∼25,000 source-based argumentative essays from U.S. secondary students. The corpus addresses the shortcomings of the original ASAP corpus by including demographic data, consistent scoring rubrics, and source texts. ASAP 2.0 aims to support the development of unbiased, sophisticated Automatic Essay Scoring (AES) systems that can foster improved educational practices by providing summative to students. The corpus is designed for broad accessibility with the hope of facilitating research into writing quality and AES system biases.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"65 ","pages":"Article 100954"},"PeriodicalIF":4.2,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144194685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-31DOI: 10.1016/j.asw.2025.100955
Hieu Manh Do
Recent developments in artificial intelligence (AI) have led to the emergence of chatbots as an effective tool for language learning. One such tool is Google Gemini, which engages writers and researchers in natural and human-like interactive experiences. Google Gemini offers significant benefits for improving efficiency and collaboration in academic writing but also presents challenges related to accuracy, ethical considerations, and potential impacts on writer creativity. Thus, this tech review aims to explore the potential benefits and limitations of Google Gemini in writing. This review also concludes with recommendations for writing instructors and suggestions for future researchers in the field.
{"title":"Potentials and pitfalls of Google Gemini in writing: Implications for educators","authors":"Hieu Manh Do","doi":"10.1016/j.asw.2025.100955","DOIUrl":"10.1016/j.asw.2025.100955","url":null,"abstract":"<div><div>Recent developments in artificial intelligence (AI) have led to the emergence of chatbots as an effective tool for language learning. One such tool is Google Gemini, which engages writers and researchers in natural and human-like interactive experiences. Google Gemini offers significant benefits for improving efficiency and collaboration in academic writing but also presents challenges related to accuracy, ethical considerations, and potential impacts on writer creativity. Thus, this tech review aims to explore the potential benefits and limitations of Google Gemini in writing. This review also concludes with recommendations for writing instructors and suggestions for future researchers in the field.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"65 ","pages":"Article 100955"},"PeriodicalIF":4.2,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144184998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-28DOI: 10.1016/j.asw.2025.100953
Jessie S. Barrot
In recent years, intelligent writing evaluation (IWE) systems have gained significant attention due to their ability to enhance the writing process and improve content quality through artificial intelligence (AI) and natural language processing (NLP). This technology review focuses on Trinka, an advanced IWE system tailored for academic writing, which delivers context-aware feedback beyond basic grammar corrections. Key features of Trinka include an AI content detector, academic phrase bank, journal finder, citation checker, inclusive language recommendations, and plagiarism detection—tools specifically designed to meet the needs of scholars and researchers. The review also examines how Trinka can be integrated into second language (L2) writing instruction, highlighting its potential to enhance learning and assessment. Finally, the paper addresses limitations, such as user over-reliance, privacy concerns, and financial accessibility, urging educators and writers to adopt a critical and responsible approach to Trinka’s use in academic contexts.
{"title":"Trinka: Facilitating academic writing through an intelligent writing evaluation system","authors":"Jessie S. Barrot","doi":"10.1016/j.asw.2025.100953","DOIUrl":"10.1016/j.asw.2025.100953","url":null,"abstract":"<div><div>In recent years, intelligent writing evaluation (IWE) systems have gained significant attention due to their ability to enhance the writing process and improve content quality through artificial intelligence (AI) and natural language processing (NLP). This technology review focuses on Trinka, an advanced IWE system tailored for academic writing, which delivers context-aware feedback beyond basic grammar corrections. Key features of Trinka include an AI content detector, academic phrase bank, journal finder, citation checker, inclusive language recommendations, and plagiarism detection—tools specifically designed to meet the needs of scholars and researchers. The review also examines how Trinka can be integrated into second language (L2) writing instruction, highlighting its potential to enhance learning and assessment. Finally, the paper addresses limitations, such as user over-reliance, privacy concerns, and financial accessibility, urging educators and writers to adopt a critical and responsible approach to Trinka’s use in academic contexts.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"65 ","pages":"Article 100953"},"PeriodicalIF":4.2,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144155008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-28DOI: 10.1016/j.asw.2025.100952
Fengkai Liu , Xiaofei Lu , Tan Jin
Research has shown that continuation writing assessment tasks place considerable demands on tester-takers’ vocabulary, especially in constructing coherent story plots and employing vivid language. Traditionally, learners have limited access to model continuations, and teacher feedback on vocabulary usage often falls short of guiding learners in selecting and using diverse words appropriate for specific contexts. To address these challenges, this paper introduces a ChatGPT-assisted platform designed to facilitate the learning of the meanings, functions, and usage of frequent core words in continuation writing assessment tasks. We further explore the pedagogical possibilities of this platform and discuss its limitations and implications for future research.
{"title":"Using ChatGPT to facilitate vocabulary learning in continuation writing assessment tasks","authors":"Fengkai Liu , Xiaofei Lu , Tan Jin","doi":"10.1016/j.asw.2025.100952","DOIUrl":"10.1016/j.asw.2025.100952","url":null,"abstract":"<div><div>Research has shown that continuation writing assessment tasks place considerable demands on tester-takers’ vocabulary, especially in constructing coherent story plots and employing vivid language. Traditionally, learners have limited access to model continuations, and teacher feedback on vocabulary usage often falls short of guiding learners in selecting and using diverse words appropriate for specific contexts. To address these challenges, this paper introduces a ChatGPT-assisted platform designed to facilitate the learning of the meanings, functions, and usage of frequent core words in continuation writing assessment tasks. We further explore the pedagogical possibilities of this platform and discuss its limitations and implications for future research.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"65 ","pages":"Article 100952"},"PeriodicalIF":4.2,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144166229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-12DOI: 10.1016/j.asw.2025.100939
Nicholas Glasson, Andrew Kitney
The notion of grammatical metaphor (GM) (Halliday, 1985) is essentially where a writer can shift an action or quality into being a ‘thing’. As in most senses of metaphor, the goal is to “represent something as something else” (McGrath & Liardét, 2023, p.33).
This study investigated the use of grammatical metaphor (GM) in Linguaskill writing exam responses across CEFR proficiency levels (below-B1 to C1 or above). It analysed the presence of a pre-existing GM list (see McGrath & Liardét, 2023) to explore GM frequency in L2 responses, the correlative relationship with proficiency scores and qualitatively explored candidate responses in terms of how GMs were used. Results show a moderate positive correlation between proficiency and GM use, with a dominance of process-to-thing shifts (e.g., transform→transformation) and emergence of GM use from lower to higher proficiency levels. This underscores GM's significance in crafting academically valued meanings in L2 contexts, suggesting its potential for informing instructional and assessment practices.
{"title":"Making things happen: A study of grammatical metaphors in L2 writing scripts","authors":"Nicholas Glasson, Andrew Kitney","doi":"10.1016/j.asw.2025.100939","DOIUrl":"10.1016/j.asw.2025.100939","url":null,"abstract":"<div><div>The notion of grammatical metaphor (GM) (Halliday, 1985) is essentially where a writer can shift an action or quality into being a ‘thing’. As in most senses of metaphor, the goal is to “represent something as something else” (McGrath & Liardét, 2023, p.33).</div><div>This study investigated the use of grammatical metaphor (GM) in Linguaskill writing exam responses across CEFR proficiency levels (below-B1 to C1 or above). It analysed the presence of a pre-existing GM list (see McGrath & Liardét, 2023) to explore GM frequency in L2 responses, the correlative relationship with proficiency scores and qualitatively explored candidate responses in terms of how GMs were used. Results show a moderate positive correlation between proficiency and GM use, with a dominance of process-to-thing shifts (e.g., transform→transformation) and emergence of GM use from lower to higher proficiency levels. This underscores GM's significance in crafting academically valued meanings in L2 contexts, suggesting its potential for informing instructional and assessment practices.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"65 ","pages":"Article 100939"},"PeriodicalIF":4.2,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143937159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-08DOI: 10.1016/j.asw.2025.100947
Jia He , Jun Xia , Chun-mei Zhang , Jian-nan Liu
Peer review training is reported as an important scaffolding for students’ peer review practices in second language (L2) writing research, yet its effect on L2 learners’ cognitive engagement with peer feedback requires further exploration. This study examined the impact of ongoing peer review training on 45 Chinese EFL undergraduates’ cognitive engagement in peer reviews at a 12-week English public speaking and writing course. Drawing on multiple data, including reflective journals, written peer feedback and semi-structured retrospective interviews, this mixed-methods study found that students developed an enhanced awareness of deeper-level, content-related writing problems and peer feedback after receiving peer review training. However, understanding peer feedback occurred later than noticing writing problems. The employment of cognitive and meta-cognitive strategies varied throughout the training sessions, with initial emphasis on analyzing, evaluating, monitoring, and reflecting, and later collective incorporation of comparing and integrating. The quality of post-training written peer feedback also triangulated the enhancement of cognitive engagement. These findings extend previous research that students had deeper cognitive feedback engagement over time, by unveiling asynchronous awareness and evolving cognitive and meta-cognitive operations, and indicated the critical role of language teachers in promoting students’ cognitive engagement in peer reviews in the EFL context.
{"title":"Promoting cognitive engagement with peer feedback through peer review training: The case of Chinese tertiary-level EFL learners","authors":"Jia He , Jun Xia , Chun-mei Zhang , Jian-nan Liu","doi":"10.1016/j.asw.2025.100947","DOIUrl":"10.1016/j.asw.2025.100947","url":null,"abstract":"<div><div>Peer review training is reported as an important scaffolding for students’ peer review practices in second language (L2) writing research, yet its effect on L2 learners’ cognitive engagement with peer feedback requires further exploration. This study examined the impact of ongoing peer review training on 45 Chinese EFL undergraduates’ cognitive engagement in peer reviews at a 12-week English public speaking and writing course. Drawing on multiple data, including reflective journals, written peer feedback and semi-structured retrospective interviews, this mixed-methods study found that students developed an enhanced awareness of deeper-level, content-related writing problems and peer feedback after receiving peer review training. However, understanding peer feedback occurred later than noticing writing problems. The employment of cognitive and meta-cognitive strategies varied throughout the training sessions, with initial emphasis on analyzing, evaluating, monitoring, and reflecting, and later collective incorporation of comparing and integrating. The quality of post-training written peer feedback also triangulated the enhancement of cognitive engagement. These findings extend previous research that students had deeper cognitive feedback engagement over time, by unveiling asynchronous awareness and evolving cognitive and meta-cognitive operations, and indicated the critical role of language teachers in promoting students’ cognitive engagement in peer reviews in the EFL context.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"65 ","pages":"Article 100947"},"PeriodicalIF":4.2,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143918349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-06DOI: 10.1016/j.asw.2025.100948
Seohyeon Choi, Kristen L. McMaster, Nana Kim
Curriculum-based measurement (CBM) is a valuable method for assessing students with intensive learning needs, including writing. However, research on English writing CBMs has paid insufficient attention to linguistic diversity, especially among young or beginning writers, raising questions about the validity of CBMs in evaluating multilingual students’ early writing development in English. The purpose of this study was to evaluate the measurement invariance of Word Dictation, a CBM writing task measuring English transcription skills at the word level, across multilingual and English-monolingual students with intensive writing needs in the U.S. Using data from 349 students, primarily in Grades 1–3, we evaluated measurement invariance at both item and assessment levels. Using different scoring metrics and various analytical methods, results revealed a few items as potentially displaying differential item functioning. Results also showed that, at the assessment level, Word Dictation did not function differently across the two student groups. The findings provide important evidence supporting the measure’s validity, fairness, and its CBM Stage 1 technical adequacy. We discuss the limitations of the study, along with future research directions and implications for educators using Word Dictation to serve linguistically diverse students requiring intensive support in developing English writing skills.
{"title":"Toward the fair and valid use of curriculum-based measurement for students with intensive writing needs and linguistically diverse backgrounds","authors":"Seohyeon Choi, Kristen L. McMaster, Nana Kim","doi":"10.1016/j.asw.2025.100948","DOIUrl":"10.1016/j.asw.2025.100948","url":null,"abstract":"<div><div>Curriculum-based measurement (CBM) is a valuable method for assessing students with intensive learning needs, including writing. However, research on English writing CBMs has paid insufficient attention to linguistic diversity, especially among young or beginning writers, raising questions about the validity of CBMs in evaluating multilingual students’ early writing development in English. The purpose of this study was to evaluate the measurement invariance of Word Dictation, a CBM writing task measuring English transcription skills at the word level, across multilingual and English-monolingual students with intensive writing needs in the U.S. Using data from 349 students, primarily in Grades 1–3, we evaluated measurement invariance at both item and assessment levels. Using different scoring metrics and various analytical methods, results revealed a few items as potentially displaying differential item functioning. Results also showed that, at the assessment level, Word Dictation did not function differently across the two student groups. The findings provide important evidence supporting the measure’s validity, fairness, and its CBM Stage 1 technical adequacy. We discuss the limitations of the study, along with future research directions and implications for educators using Word Dictation to serve linguistically diverse students requiring intensive support in developing English writing skills.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"65 ","pages":"Article 100948"},"PeriodicalIF":4.2,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143912603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-05DOI: 10.1016/j.asw.2025.100949
Haijing Zhang , Fangwei Huang
With the emergence of the psychological focus on second language acquisition, research on second language (L2) writing has gradually transitioned to a comprehensive exploration of the writing process. However, few studies have explored the potential trigger mechanism of negative emotions in L2 writing, especially in learning Chinese as a second language (CSL). To fill this gap, the explanatory sequential design was employed to investigate the relationships among CSL learners’ writing self-efficacy, perceived writing task value, writing anger, and writing boredom based on the control-value theory. The quantitative results illustrate that 1) writing self-efficacy positively predicts perceived writing task value, writing anger, and writing boredom; 2) perceived writing task value negatively predicts writing anger and writing boredom; and 3) perceived writing task value mediates the relationship between writing self-efficacy and writing anger/boredom. The qualitative results add insight to the L2 writing process, revealing that 1) writing self-efficacy exhibited dialectical tension during the writing process; 2) perceived writing task value illustrated contextual immediacy in L2 writing; and 3) writing anger/boredom demonstrated dynamism throughout the procedure of completing the L2 writing task. These results extend the application scope and deepen the theoretical understanding of control-value theory, offering significant pedagogical implications for L2 education.
{"title":"Unveiling the precursors of negative emotions in second language writing through control-value theory: An explanatory sequential design approach","authors":"Haijing Zhang , Fangwei Huang","doi":"10.1016/j.asw.2025.100949","DOIUrl":"10.1016/j.asw.2025.100949","url":null,"abstract":"<div><div>With the emergence of the psychological focus on second language acquisition, research on second language (L2) writing has gradually transitioned to a comprehensive exploration of the writing process. However, few studies have explored the potential trigger mechanism of negative emotions in L2 writing, especially in learning Chinese as a second language (CSL). To fill this gap, the explanatory sequential design was employed to investigate the relationships among CSL learners’ writing self-efficacy, perceived writing task value, writing anger, and writing boredom based on the control-value theory. The quantitative results illustrate that 1) writing self-efficacy positively predicts perceived writing task value, writing anger, and writing boredom; 2) perceived writing task value negatively predicts writing anger and writing boredom; and 3) perceived writing task value mediates the relationship between writing self-efficacy and writing anger/boredom. The qualitative results add insight to the L2 writing process, revealing that 1) writing self-efficacy exhibited dialectical tension during the writing process; 2) perceived writing task value illustrated contextual immediacy in L2 writing; and 3) writing anger/boredom demonstrated dynamism throughout the procedure of completing the L2 writing task. These results extend the application scope and deepen the theoretical understanding of control-value theory, offering significant pedagogical implications for L2 education.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"65 ","pages":"Article 100949"},"PeriodicalIF":4.2,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143906760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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