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You searched for subject:(Writing assessment). Showing records 1 – 30 of 271 total matches.

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University of Georgia

1. Payne, Ashley Renee. Development of the Academic Writing Motivation Questionnaire.

Degree: 2014, University of Georgia

 College students’ motivation to write contributes to their success as writers in college courses. To help college composition instructors determine the writing motivation of their… (more)

Subjects/Keywords: Writing; Motivation; Literacy; College; Assessment

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APA (6th Edition):

Payne, A. R. (2014). Development of the Academic Writing Motivation Questionnaire. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/28576

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Payne, Ashley Renee. “Development of the Academic Writing Motivation Questionnaire.” 2014. Thesis, University of Georgia. Accessed January 18, 2021. http://hdl.handle.net/10724/28576.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Payne, Ashley Renee. “Development of the Academic Writing Motivation Questionnaire.” 2014. Web. 18 Jan 2021.

Vancouver:

Payne AR. Development of the Academic Writing Motivation Questionnaire. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10724/28576.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Payne AR. Development of the Academic Writing Motivation Questionnaire. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/28576

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of New South Wales

2. Khongput, Somruedee. English language writing assessment: Teacher practices in Thai universities.

Degree: Education, 2014, University of New South Wales

 This thesis explored the assessment practices of teachers of writing for English major students in Thai public universities in different parts of the country. Both… (more)

Subjects/Keywords: Writing assessment; Teacher practices

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APA (6th Edition):

Khongput, S. (2014). English language writing assessment: Teacher practices in Thai universities. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/53731 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:12426/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Khongput, Somruedee. “English language writing assessment: Teacher practices in Thai universities.” 2014. Doctoral Dissertation, University of New South Wales. Accessed January 18, 2021. http://handle.unsw.edu.au/1959.4/53731 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:12426/SOURCE02?view=true.

MLA Handbook (7th Edition):

Khongput, Somruedee. “English language writing assessment: Teacher practices in Thai universities.” 2014. Web. 18 Jan 2021.

Vancouver:

Khongput S. English language writing assessment: Teacher practices in Thai universities. [Internet] [Doctoral dissertation]. University of New South Wales; 2014. [cited 2021 Jan 18]. Available from: http://handle.unsw.edu.au/1959.4/53731 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:12426/SOURCE02?view=true.

Council of Science Editors:

Khongput S. English language writing assessment: Teacher practices in Thai universities. [Doctoral Dissertation]. University of New South Wales; 2014. Available from: http://handle.unsw.edu.au/1959.4/53731 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:12426/SOURCE02?view=true


Mississippi State University

3. Slater, LaTonya Nicole. Exploring elementary English language arts teachers writing assessment practices and factors influencing decision making.

Degree: PhD, Curriculum, Instruction and Special Education, 2019, Mississippi State University

 This qualitative case study explored the writing assessment practices of upper elementary ELA teachers and factors that influenced their decision making when assessing student writing.… (more)

Subjects/Keywords: teaching writing; pedagogical knowledge of writing assessment; knowledge of writing assessment; writing assessment; assessing writing; effective professional development; teacher decision making; writing assessment practices; strategies for assessing writing

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APA (6th Edition):

Slater, L. N. (2019). Exploring elementary English language arts teachers writing assessment practices and factors influencing decision making. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212019-053813/ ;

Chicago Manual of Style (16th Edition):

Slater, LaTonya Nicole. “Exploring elementary English language arts teachers writing assessment practices and factors influencing decision making.” 2019. Doctoral Dissertation, Mississippi State University. Accessed January 18, 2021. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212019-053813/ ;.

MLA Handbook (7th Edition):

Slater, LaTonya Nicole. “Exploring elementary English language arts teachers writing assessment practices and factors influencing decision making.” 2019. Web. 18 Jan 2021.

Vancouver:

Slater LN. Exploring elementary English language arts teachers writing assessment practices and factors influencing decision making. [Internet] [Doctoral dissertation]. Mississippi State University; 2019. [cited 2021 Jan 18]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212019-053813/ ;.

Council of Science Editors:

Slater LN. Exploring elementary English language arts teachers writing assessment practices and factors influencing decision making. [Doctoral Dissertation]. Mississippi State University; 2019. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03212019-053813/ ;


California State University – Sacramento

4. Petty, Kyle S. From rigor to ruin: writing mandates and the miseducation of a community.

Degree: MA, English (Composition, 2011, California State University – Sacramento

 The writer examines his school district???s implementation of a high-stakes writing curriculum that uses rubric assessment of mandated essays to justify English course completion. The… (more)

Subjects/Keywords: High-stakes writing assessment; Mandated writing curriculum; Rubric assessment

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APA (6th Edition):

Petty, K. S. (2011). From rigor to ruin: writing mandates and the miseducation of a community. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1158

Chicago Manual of Style (16th Edition):

Petty, Kyle S. “From rigor to ruin: writing mandates and the miseducation of a community.” 2011. Masters Thesis, California State University – Sacramento. Accessed January 18, 2021. http://hdl.handle.net/10211.9/1158.

MLA Handbook (7th Edition):

Petty, Kyle S. “From rigor to ruin: writing mandates and the miseducation of a community.” 2011. Web. 18 Jan 2021.

Vancouver:

Petty KS. From rigor to ruin: writing mandates and the miseducation of a community. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10211.9/1158.

Council of Science Editors:

Petty KS. From rigor to ruin: writing mandates and the miseducation of a community. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1158


Texas A&M University

5. Wright, Katherine Elizabeth Landau. Methods and Measures for Using Writing to Transform Knowledge in Science Classes.

Degree: PhD, Curriculum and Instruction, 2016, Texas A&M University

 This dissertation documents three connected studies addressing critical issues in writing-to-learn research: a) how to measure students’ feelings about writing, b) how to assess scientific… (more)

Subjects/Keywords: Writing; Self-Efficacy; Writing Assessment; Writing-to-learn; Science Literacy

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APA (6th Edition):

Wright, K. E. L. (2016). Methods and Measures for Using Writing to Transform Knowledge in Science Classes. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157881

Chicago Manual of Style (16th Edition):

Wright, Katherine Elizabeth Landau. “Methods and Measures for Using Writing to Transform Knowledge in Science Classes.” 2016. Doctoral Dissertation, Texas A&M University. Accessed January 18, 2021. http://hdl.handle.net/1969.1/157881.

MLA Handbook (7th Edition):

Wright, Katherine Elizabeth Landau. “Methods and Measures for Using Writing to Transform Knowledge in Science Classes.” 2016. Web. 18 Jan 2021.

Vancouver:

Wright KEL. Methods and Measures for Using Writing to Transform Knowledge in Science Classes. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1969.1/157881.

Council of Science Editors:

Wright KEL. Methods and Measures for Using Writing to Transform Knowledge in Science Classes. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157881

6. Bouwer, Renske. Bringing writing research into the classroom. The effectiveness of Tekster, a newly developed writing program for elementary students.

Degree: 2016, NARCIS

Subjects/Keywords: Writing; Writing intervention; writing assessment

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APA (6th Edition):

Bouwer, R. (2016). Bringing writing research into the classroom. The effectiveness of Tekster, a newly developed writing program for elementary students. (Doctoral Dissertation). NARCIS. Retrieved from https://research.vu.nl/en/publications/9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; urn:nbn:nl:ui:31-9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; 9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; 1871.1/9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; urn:isbn:978-94-6103-052-8 ; urn:nbn:nl:ui:31-9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; https://research.vu.nl/en/publications/9aed26ce-4a2f-463d-a1f0-72c816a51ffc

Chicago Manual of Style (16th Edition):

Bouwer, Renske. “Bringing writing research into the classroom. The effectiveness of Tekster, a newly developed writing program for elementary students.” 2016. Doctoral Dissertation, NARCIS. Accessed January 18, 2021. https://research.vu.nl/en/publications/9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; urn:nbn:nl:ui:31-9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; 9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; 1871.1/9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; urn:isbn:978-94-6103-052-8 ; urn:nbn:nl:ui:31-9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; https://research.vu.nl/en/publications/9aed26ce-4a2f-463d-a1f0-72c816a51ffc.

MLA Handbook (7th Edition):

Bouwer, Renske. “Bringing writing research into the classroom. The effectiveness of Tekster, a newly developed writing program for elementary students.” 2016. Web. 18 Jan 2021.

Vancouver:

Bouwer R. Bringing writing research into the classroom. The effectiveness of Tekster, a newly developed writing program for elementary students. [Internet] [Doctoral dissertation]. NARCIS; 2016. [cited 2021 Jan 18]. Available from: https://research.vu.nl/en/publications/9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; urn:nbn:nl:ui:31-9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; 9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; 1871.1/9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; urn:isbn:978-94-6103-052-8 ; urn:nbn:nl:ui:31-9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; https://research.vu.nl/en/publications/9aed26ce-4a2f-463d-a1f0-72c816a51ffc.

Council of Science Editors:

Bouwer R. Bringing writing research into the classroom. The effectiveness of Tekster, a newly developed writing program for elementary students. [Doctoral Dissertation]. NARCIS; 2016. Available from: https://research.vu.nl/en/publications/9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; urn:nbn:nl:ui:31-9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; 9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; 1871.1/9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; urn:isbn:978-94-6103-052-8 ; urn:nbn:nl:ui:31-9aed26ce-4a2f-463d-a1f0-72c816a51ffc ; https://research.vu.nl/en/publications/9aed26ce-4a2f-463d-a1f0-72c816a51ffc


Bowling Green State University

7. Athon, Amanda Gail. Fostering Language Diversity through Classroom-Based Writing Assessment Practices.

Degree: PhD, English (Rhetoric and Writing) PhD, 2014, Bowling Green State University

 Scholars such as Diane Kelly-Riley and Patricia Bizzell have argued that the student writing feature most likely to place a student into a basic writing(more)

Subjects/Keywords: Composition; Rhetoric; Language Diversity; Writing assessment; Basic Writing; First-year Writing

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Athon, A. G. (2014). Fostering Language Diversity through Classroom-Based Writing Assessment Practices. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1384269484

Chicago Manual of Style (16th Edition):

Athon, Amanda Gail. “Fostering Language Diversity through Classroom-Based Writing Assessment Practices.” 2014. Doctoral Dissertation, Bowling Green State University. Accessed January 18, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1384269484.

MLA Handbook (7th Edition):

Athon, Amanda Gail. “Fostering Language Diversity through Classroom-Based Writing Assessment Practices.” 2014. Web. 18 Jan 2021.

Vancouver:

Athon AG. Fostering Language Diversity through Classroom-Based Writing Assessment Practices. [Internet] [Doctoral dissertation]. Bowling Green State University; 2014. [cited 2021 Jan 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1384269484.

Council of Science Editors:

Athon AG. Fostering Language Diversity through Classroom-Based Writing Assessment Practices. [Doctoral Dissertation]. Bowling Green State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1384269484


Virginia Tech

8. Lama, Prabin Tshering. Assessing the Impact of Writing Centers on Student Writing.

Degree: PhD, Rhetoric and Writing, 2018, Virginia Tech

 This study assesses the influence of writing center tutorials on student writing and presents tutoring best practices. Writing center scholars have emphasized the need for… (more)

Subjects/Keywords: Writing Center Assessment; Writing Centers; Writing Center Tutoring Best Practices

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APA (6th Edition):

Lama, P. T. (2018). Assessing the Impact of Writing Centers on Student Writing. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/82954

Chicago Manual of Style (16th Edition):

Lama, Prabin Tshering. “Assessing the Impact of Writing Centers on Student Writing.” 2018. Doctoral Dissertation, Virginia Tech. Accessed January 18, 2021. http://hdl.handle.net/10919/82954.

MLA Handbook (7th Edition):

Lama, Prabin Tshering. “Assessing the Impact of Writing Centers on Student Writing.” 2018. Web. 18 Jan 2021.

Vancouver:

Lama PT. Assessing the Impact of Writing Centers on Student Writing. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10919/82954.

Council of Science Editors:

Lama PT. Assessing the Impact of Writing Centers on Student Writing. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/82954


The Ohio State University

9. Kwak, Subeom. How Epistemologies Shape the Teaching and Learning of Argumentative Writing in Two 9th Grade English Language Arts Classrooms.

Degree: PhD, EDU Teaching and Learning, 2019, The Ohio State University

 Classrooms are to be supportive environments where students learn writing as a way to participate in activities, discussions, and communities. Writing researchers need to explore… (more)

Subjects/Keywords: Education; Literacy; argumentative writing; teacher epistemology; writing research; secondary writing; writing assessment

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APA (6th Edition):

Kwak, S. (2019). How Epistemologies Shape the Teaching and Learning of Argumentative Writing in Two 9th Grade English Language Arts Classrooms. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1555632698162692

Chicago Manual of Style (16th Edition):

Kwak, Subeom. “How Epistemologies Shape the Teaching and Learning of Argumentative Writing in Two 9th Grade English Language Arts Classrooms.” 2019. Doctoral Dissertation, The Ohio State University. Accessed January 18, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555632698162692.

MLA Handbook (7th Edition):

Kwak, Subeom. “How Epistemologies Shape the Teaching and Learning of Argumentative Writing in Two 9th Grade English Language Arts Classrooms.” 2019. Web. 18 Jan 2021.

Vancouver:

Kwak S. How Epistemologies Shape the Teaching and Learning of Argumentative Writing in Two 9th Grade English Language Arts Classrooms. [Internet] [Doctoral dissertation]. The Ohio State University; 2019. [cited 2021 Jan 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1555632698162692.

Council of Science Editors:

Kwak S. How Epistemologies Shape the Teaching and Learning of Argumentative Writing in Two 9th Grade English Language Arts Classrooms. [Doctoral Dissertation]. The Ohio State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1555632698162692


University of Exeter

10. Lines, Helen Elizabeth. "It's a matter of individual taste, I guess" : secondary school English teachers' and students' conceptualisations of quality in writing.

Degree: PhD, 2014, University of Exeter

 This thesis presents an investigation into secondary school English teachers’ and students’ conceptualisations of good writing, and how they might use their understandings of quality… (more)

Subjects/Keywords: 808; good writing; writing quality; improving writing; writing assessment; evaluating writing; Secondary School teachers; Secondary School students; beliefs; cognition; pedagogy

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APA (6th Edition):

Lines, H. E. (2014). "It's a matter of individual taste, I guess" : secondary school English teachers' and students' conceptualisations of quality in writing. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/14806

Chicago Manual of Style (16th Edition):

Lines, Helen Elizabeth. “"It's a matter of individual taste, I guess" : secondary school English teachers' and students' conceptualisations of quality in writing.” 2014. Doctoral Dissertation, University of Exeter. Accessed January 18, 2021. http://hdl.handle.net/10871/14806.

MLA Handbook (7th Edition):

Lines, Helen Elizabeth. “"It's a matter of individual taste, I guess" : secondary school English teachers' and students' conceptualisations of quality in writing.” 2014. Web. 18 Jan 2021.

Vancouver:

Lines HE. "It's a matter of individual taste, I guess" : secondary school English teachers' and students' conceptualisations of quality in writing. [Internet] [Doctoral dissertation]. University of Exeter; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10871/14806.

Council of Science Editors:

Lines HE. "It's a matter of individual taste, I guess" : secondary school English teachers' and students' conceptualisations of quality in writing. [Doctoral Dissertation]. University of Exeter; 2014. Available from: http://hdl.handle.net/10871/14806

11. Antepohl, Maria. Samband mellan läsning och skrivning. : En studie med i huvudsak kvantitativ ansats om elevers läs- och skrivförmåga.

Degree: Faculty of Educational Sciences, 2015, Linköping UniversityLinköping University

  Uppsatsen fokuserar på elevers kunskaper och förmågor ur främst ett kognitivt perspektiv. Syftet är att mäta och jämföra elevprestationer för läsning och skrivning för… (more)

Subjects/Keywords: reading; writing; assessment; läsning; skrivning; testning; bedömning

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APA (6th Edition):

Antepohl, M. (2015). Samband mellan läsning och skrivning. : En studie med i huvudsak kvantitativ ansats om elevers läs- och skrivförmåga. (Thesis). Linköping UniversityLinköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121264

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Antepohl, Maria. “Samband mellan läsning och skrivning. : En studie med i huvudsak kvantitativ ansats om elevers läs- och skrivförmåga.” 2015. Thesis, Linköping UniversityLinköping University. Accessed January 18, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121264.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Antepohl, Maria. “Samband mellan läsning och skrivning. : En studie med i huvudsak kvantitativ ansats om elevers läs- och skrivförmåga.” 2015. Web. 18 Jan 2021.

Vancouver:

Antepohl M. Samband mellan läsning och skrivning. : En studie med i huvudsak kvantitativ ansats om elevers läs- och skrivförmåga. [Internet] [Thesis]. Linköping UniversityLinköping University; 2015. [cited 2021 Jan 18]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121264.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Antepohl M. Samband mellan läsning och skrivning. : En studie med i huvudsak kvantitativ ansats om elevers läs- och skrivförmåga. [Thesis]. Linköping UniversityLinköping University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121264

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Waikato

12. Li, Jinrui. University tutors’ beliefs about and practices in assessing undergraduates’ writing - A New Zealand case study .

Degree: 2012, University of Waikato

 Although teacher cognition has been explored widely, university tutor cognition of professional activities, such as evaluating and giving written feedback on students’ written work, has… (more)

Subjects/Keywords: assessment feedback; cognition; activity theory; tutor; writing

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APA (6th Edition):

Li, J. (2012). University tutors’ beliefs about and practices in assessing undergraduates’ writing - A New Zealand case study . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/6590

Chicago Manual of Style (16th Edition):

Li, Jinrui. “University tutors’ beliefs about and practices in assessing undergraduates’ writing - A New Zealand case study .” 2012. Doctoral Dissertation, University of Waikato. Accessed January 18, 2021. http://hdl.handle.net/10289/6590.

MLA Handbook (7th Edition):

Li, Jinrui. “University tutors’ beliefs about and practices in assessing undergraduates’ writing - A New Zealand case study .” 2012. Web. 18 Jan 2021.

Vancouver:

Li J. University tutors’ beliefs about and practices in assessing undergraduates’ writing - A New Zealand case study . [Internet] [Doctoral dissertation]. University of Waikato; 2012. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10289/6590.

Council of Science Editors:

Li J. University tutors’ beliefs about and practices in assessing undergraduates’ writing - A New Zealand case study . [Doctoral Dissertation]. University of Waikato; 2012. Available from: http://hdl.handle.net/10289/6590


Louisiana State University

13. Hargrave, Benjamin. Using formative assessment to enhance student performance on geometric proof writing.

Degree: MNS, Physical Sciences and Mathematics, 2013, Louisiana State University

  The purpose of this research is to uncover best practices to create competent proof writers. Studies have shown the best setting to do this… (more)

Subjects/Keywords: Writing; Proof; High School; Assessment; Formative; Geometry

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APA (6th Edition):

Hargrave, B. (2013). Using formative assessment to enhance student performance on geometric proof writing. (Masters Thesis). Louisiana State University. Retrieved from etd-07062013-132327 ; https://digitalcommons.lsu.edu/gradschool_theses/2150

Chicago Manual of Style (16th Edition):

Hargrave, Benjamin. “Using formative assessment to enhance student performance on geometric proof writing.” 2013. Masters Thesis, Louisiana State University. Accessed January 18, 2021. etd-07062013-132327 ; https://digitalcommons.lsu.edu/gradschool_theses/2150.

MLA Handbook (7th Edition):

Hargrave, Benjamin. “Using formative assessment to enhance student performance on geometric proof writing.” 2013. Web. 18 Jan 2021.

Vancouver:

Hargrave B. Using formative assessment to enhance student performance on geometric proof writing. [Internet] [Masters thesis]. Louisiana State University; 2013. [cited 2021 Jan 18]. Available from: etd-07062013-132327 ; https://digitalcommons.lsu.edu/gradschool_theses/2150.

Council of Science Editors:

Hargrave B. Using formative assessment to enhance student performance on geometric proof writing. [Masters Thesis]. Louisiana State University; 2013. Available from: etd-07062013-132327 ; https://digitalcommons.lsu.edu/gradschool_theses/2150


Brigham Young University

14. Tanner, Lindsay Elizabeth. Testing the Test: Expanding the Dialogue on Workplace Writing Assessment.

Degree: MA, 2017, Brigham Young University

 This project is a case study of writing assessment practices in a particular workplace called "High Hits," a local search engine optimization (SEO) company. The… (more)

Subjects/Keywords: writing assessment; writing tests; workplace assessment; grounded theory; English Language and Literature

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Tanner, L. E. (2017). Testing the Test: Expanding the Dialogue on Workplace Writing Assessment. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7616&context=etd

Chicago Manual of Style (16th Edition):

Tanner, Lindsay Elizabeth. “Testing the Test: Expanding the Dialogue on Workplace Writing Assessment.” 2017. Masters Thesis, Brigham Young University. Accessed January 18, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7616&context=etd.

MLA Handbook (7th Edition):

Tanner, Lindsay Elizabeth. “Testing the Test: Expanding the Dialogue on Workplace Writing Assessment.” 2017. Web. 18 Jan 2021.

Vancouver:

Tanner LE. Testing the Test: Expanding the Dialogue on Workplace Writing Assessment. [Internet] [Masters thesis]. Brigham Young University; 2017. [cited 2021 Jan 18]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7616&context=etd.

Council of Science Editors:

Tanner LE. Testing the Test: Expanding the Dialogue on Workplace Writing Assessment. [Masters Thesis]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7616&context=etd


University of Dayton

15. Stainbrook, Emily Rose. A Usage Study of the Write Place at the University of Dayton.

Degree: MA, English, 2019, University of Dayton

 This is a usage study of the University of Dayton’s Write Place. Christina Klimo, the Write Place Coordinator, has noticed that as students progress through… (more)

Subjects/Keywords: Composition; Education; writing center; writing center assessment; usage study; remedial stigma; novice writing

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Stainbrook, E. R. (2019). A Usage Study of the Write Place at the University of Dayton. (Masters Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1556219714241371

Chicago Manual of Style (16th Edition):

Stainbrook, Emily Rose. “A Usage Study of the Write Place at the University of Dayton.” 2019. Masters Thesis, University of Dayton. Accessed January 18, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1556219714241371.

MLA Handbook (7th Edition):

Stainbrook, Emily Rose. “A Usage Study of the Write Place at the University of Dayton.” 2019. Web. 18 Jan 2021.

Vancouver:

Stainbrook ER. A Usage Study of the Write Place at the University of Dayton. [Internet] [Masters thesis]. University of Dayton; 2019. [cited 2021 Jan 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1556219714241371.

Council of Science Editors:

Stainbrook ER. A Usage Study of the Write Place at the University of Dayton. [Masters Thesis]. University of Dayton; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1556219714241371


The Ohio State University

16. Harmey, Sinead J. Change Over TIme in Children's Co-Constructed Writing.

Degree: PhD, EDU Teaching and Learning, 2015, The Ohio State University

 The development of expertise in writing is a complex but important achievement for young children as they become literate. Writing is a critical component of… (more)

Subjects/Keywords: Education; Literacy; Writing; microgenetic; mixed methods; early writing development; change over time; writing assessment

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Harmey, S. J. (2015). Change Over TIme in Children's Co-Constructed Writing. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1440059434

Chicago Manual of Style (16th Edition):

Harmey, Sinead J. “Change Over TIme in Children's Co-Constructed Writing.” 2015. Doctoral Dissertation, The Ohio State University. Accessed January 18, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440059434.

MLA Handbook (7th Edition):

Harmey, Sinead J. “Change Over TIme in Children's Co-Constructed Writing.” 2015. Web. 18 Jan 2021.

Vancouver:

Harmey SJ. Change Over TIme in Children's Co-Constructed Writing. [Internet] [Doctoral dissertation]. The Ohio State University; 2015. [cited 2021 Jan 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1440059434.

Council of Science Editors:

Harmey SJ. Change Over TIme in Children's Co-Constructed Writing. [Doctoral Dissertation]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1440059434


University of Wollongong

17. Bates, Katherine. How do visual prompts shape students’ written responses?.

Degree: PhD, 2015, University of Wollongong

  This qualitative study investigates the role that visual prompts play in stimulating studentsʼ ideas for writing narrative within the context of large–scale narrative writing(more)

Subjects/Keywords: Visual metalanguage; social semiotics; writing assessment; writing prompts; NAPLAN

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APA (6th Edition):

Bates, K. (2015). How do visual prompts shape students’ written responses?. (Doctoral Dissertation). University of Wollongong. Retrieved from 130202 Curriculum and Pedagogy Theory and Development, 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL), 130303 Education Assessment and Evaluation, 130313 Teacher Education and Professional Development of Educators ; https://ro.uow.edu.au/theses/4705

Chicago Manual of Style (16th Edition):

Bates, Katherine. “How do visual prompts shape students’ written responses?.” 2015. Doctoral Dissertation, University of Wollongong. Accessed January 18, 2021. 130202 Curriculum and Pedagogy Theory and Development, 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL), 130303 Education Assessment and Evaluation, 130313 Teacher Education and Professional Development of Educators ; https://ro.uow.edu.au/theses/4705.

MLA Handbook (7th Edition):

Bates, Katherine. “How do visual prompts shape students’ written responses?.” 2015. Web. 18 Jan 2021.

Vancouver:

Bates K. How do visual prompts shape students’ written responses?. [Internet] [Doctoral dissertation]. University of Wollongong; 2015. [cited 2021 Jan 18]. Available from: 130202 Curriculum and Pedagogy Theory and Development, 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL), 130303 Education Assessment and Evaluation, 130313 Teacher Education and Professional Development of Educators ; https://ro.uow.edu.au/theses/4705.

Council of Science Editors:

Bates K. How do visual prompts shape students’ written responses?. [Doctoral Dissertation]. University of Wollongong; 2015. Available from: 130202 Curriculum and Pedagogy Theory and Development, 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL), 130303 Education Assessment and Evaluation, 130313 Teacher Education and Professional Development of Educators ; https://ro.uow.edu.au/theses/4705


University of Kansas

18. Wood, Shane Alden. Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies.

Degree: PhD, English, 2018, University of Kansas

 Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies seeks to discover and examine the intersections between rhetorical genre studies and writing assessment. Rhetorical genre… (more)

Subjects/Keywords: Rhetoric; composition studies; first-year writing classrooms; genre theory; writing assessment

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wood, S. A. (2018). Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/29312

Chicago Manual of Style (16th Edition):

Wood, Shane Alden. “Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies.” 2018. Doctoral Dissertation, University of Kansas. Accessed January 18, 2021. http://hdl.handle.net/1808/29312.

MLA Handbook (7th Edition):

Wood, Shane Alden. “Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies.” 2018. Web. 18 Jan 2021.

Vancouver:

Wood SA. Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1808/29312.

Council of Science Editors:

Wood SA. Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/29312

19. Quinn, Margaret. Theoretical Understandings and Empirical Approaches to the Measurement of Children's Early Composing.

Degree: PhD, Early Childhood Education, 2017, Georgia State University

  Whereas interest in young children’s writing has increased in recent years, the focus has centered more around transcription skills (i.e., letter formation and spelling)… (more)

Subjects/Keywords: Writing (composition); Emergent literacy; Emergent writing; Preschool; Assessment; Early childhood education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Quinn, M. (2017). Theoretical Understandings and Empirical Approaches to the Measurement of Children's Early Composing. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/32

Chicago Manual of Style (16th Edition):

Quinn, Margaret. “Theoretical Understandings and Empirical Approaches to the Measurement of Children's Early Composing.” 2017. Doctoral Dissertation, Georgia State University. Accessed January 18, 2021. https://scholarworks.gsu.edu/ece_diss/32.

MLA Handbook (7th Edition):

Quinn, Margaret. “Theoretical Understandings and Empirical Approaches to the Measurement of Children's Early Composing.” 2017. Web. 18 Jan 2021.

Vancouver:

Quinn M. Theoretical Understandings and Empirical Approaches to the Measurement of Children's Early Composing. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2021 Jan 18]. Available from: https://scholarworks.gsu.edu/ece_diss/32.

Council of Science Editors:

Quinn M. Theoretical Understandings and Empirical Approaches to the Measurement of Children's Early Composing. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/ece_diss/32


Kent State University

20. Caswell, Nicole I. RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES.

Degree: PhD, College of Arts and Sciences / Department of English, 2012, Kent State University

 Current response research focuses on teachers’ practices (Sommers, 1982; Connors & Lunsford, 1993; Straub, 1996) and reading processes (Zebroski, 1989; Sperling, 1994; Phelps, 2000; Edgington,… (more)

Subjects/Keywords: Composition; Rhetoric; Emotion; Writing Teachers; Response; Writing Assessment

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APA (6th Edition):

Caswell, N. I. (2012). RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1340319622

Chicago Manual of Style (16th Edition):

Caswell, Nicole I. “RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES.” 2012. Doctoral Dissertation, Kent State University. Accessed January 18, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1340319622.

MLA Handbook (7th Edition):

Caswell, Nicole I. “RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES.” 2012. Web. 18 Jan 2021.

Vancouver:

Caswell NI. RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES. [Internet] [Doctoral dissertation]. Kent State University; 2012. [cited 2021 Jan 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1340319622.

Council of Science Editors:

Caswell NI. RECONSIDER EMOTION: UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ RESPONSE PRACTICES. [Doctoral Dissertation]. Kent State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1340319622

21. Miller, Katrina M. The Rhetoric* of Writing Assessment.

Degree: 2016, University of Nevada – Reno

 The Rhetoric* of Writing Assessment uses strategic variations of rhetorical theory to reimagine writing assessment’s complicated disciplinary past and rethink its foundational concepts through its… (more)

Subjects/Keywords: Composition; Composition and Rhetoric; Language; Writing Assessment; Writing Studies

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APA (6th Edition):

Miller, K. M. (2016). The Rhetoric* of Writing Assessment. (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/2149

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Miller, Katrina M. “The Rhetoric* of Writing Assessment.” 2016. Thesis, University of Nevada – Reno. Accessed January 18, 2021. http://hdl.handle.net/11714/2149.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Miller, Katrina M. “The Rhetoric* of Writing Assessment.” 2016. Web. 18 Jan 2021.

Vancouver:

Miller KM. The Rhetoric* of Writing Assessment. [Internet] [Thesis]. University of Nevada – Reno; 2016. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11714/2149.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Miller KM. The Rhetoric* of Writing Assessment. [Thesis]. University of Nevada – Reno; 2016. Available from: http://hdl.handle.net/11714/2149

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Namibia

22. Hamakali, Hafeni P. Assessing students in English for Academic Purposes: The role of alternative assessment tools in writing instruction.

Degree: 2018, University of Namibia

 This study aims to investigate the assessment of students in the English for Academic Purposes course at the University of Namibia Language Centre. There has… (more)

Subjects/Keywords: Academic writing; Academic literacy; Alternative assessment; Assessment; Framework

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APA (6th Edition):

Hamakali, H. P. (2018). Assessing students in English for Academic Purposes: The role of alternative assessment tools in writing instruction. (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/2503

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hamakali, Hafeni P. “Assessing students in English for Academic Purposes: The role of alternative assessment tools in writing instruction.” 2018. Thesis, University of Namibia. Accessed January 18, 2021. http://hdl.handle.net/11070/2503.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hamakali, Hafeni P. “Assessing students in English for Academic Purposes: The role of alternative assessment tools in writing instruction.” 2018. Web. 18 Jan 2021.

Vancouver:

Hamakali HP. Assessing students in English for Academic Purposes: The role of alternative assessment tools in writing instruction. [Internet] [Thesis]. University of Namibia; 2018. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11070/2503.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hamakali HP. Assessing students in English for Academic Purposes: The role of alternative assessment tools in writing instruction. [Thesis]. University of Namibia; 2018. Available from: http://hdl.handle.net/11070/2503

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of the Western Cape

23. Hamakali, Hafeni Pamwenase Shikalepo. Assessing student in English for academic purposes: The role of alternative assessment tools in writing instruction .

Degree: 2018, University of the Western Cape

 This study aims to investigate the assessment of students in the English for Academic Purposes course at the University of Namibia Language Centre. There has… (more)

Subjects/Keywords: Academic writing; Academic literacy; Alternative assessment; Assessment; Framework

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hamakali, H. P. S. (2018). Assessing student in English for academic purposes: The role of alternative assessment tools in writing instruction . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6621

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hamakali, Hafeni Pamwenase Shikalepo. “Assessing student in English for academic purposes: The role of alternative assessment tools in writing instruction .” 2018. Thesis, University of the Western Cape. Accessed January 18, 2021. http://hdl.handle.net/11394/6621.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hamakali, Hafeni Pamwenase Shikalepo. “Assessing student in English for academic purposes: The role of alternative assessment tools in writing instruction .” 2018. Web. 18 Jan 2021.

Vancouver:

Hamakali HPS. Assessing student in English for academic purposes: The role of alternative assessment tools in writing instruction . [Internet] [Thesis]. University of the Western Cape; 2018. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11394/6621.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hamakali HPS. Assessing student in English for academic purposes: The role of alternative assessment tools in writing instruction . [Thesis]. University of the Western Cape; 2018. Available from: http://hdl.handle.net/11394/6621

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Lopes, Lenite Silva. Alternative Assessment of Writing in Learning English as a Foreign Language: Analytical Scoring and Self-assessment.

Degree: MAin Teaching, English, 2015, Bridgewater State University

  While the educational benefits of alternative assessment are being increasingly recognized and alternative assessment procedures introduced into the different educational levels, in Cape Verde,… (more)

Subjects/Keywords: Education; Alternative Assessment; EFL Writing; Analytical Scoring; Self-assessment

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APA (6th Edition):

Lopes, L. S. (2015). Alternative Assessment of Writing in Learning English as a Foreign Language: Analytical Scoring and Self-assessment. (Thesis). Bridgewater State University. Retrieved from https://vc.bridgew.edu/theses/13

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lopes, Lenite Silva. “Alternative Assessment of Writing in Learning English as a Foreign Language: Analytical Scoring and Self-assessment.” 2015. Thesis, Bridgewater State University. Accessed January 18, 2021. https://vc.bridgew.edu/theses/13.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lopes, Lenite Silva. “Alternative Assessment of Writing in Learning English as a Foreign Language: Analytical Scoring and Self-assessment.” 2015. Web. 18 Jan 2021.

Vancouver:

Lopes LS. Alternative Assessment of Writing in Learning English as a Foreign Language: Analytical Scoring and Self-assessment. [Internet] [Thesis]. Bridgewater State University; 2015. [cited 2021 Jan 18]. Available from: https://vc.bridgew.edu/theses/13.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lopes LS. Alternative Assessment of Writing in Learning English as a Foreign Language: Analytical Scoring and Self-assessment. [Thesis]. Bridgewater State University; 2015. Available from: https://vc.bridgew.edu/theses/13

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Urbana-Champaign

25. Chung, Sun Joo. Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process.

Degree: MA, 1864, 2012, University of Illinois – Urbana-Champaign

Writing is done through a process of drafting and editing. Traditional writing assessment techniques, such as large-scale standardized tests and multiple-choice tests, are not compatible… (more)

Subjects/Keywords: Portfolio Assessment; English as a Second Language (ESL); Writing Assessment

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APA (6th Edition):

Chung, S. J. (2012). Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/32005

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chung, Sun Joo. “Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed January 18, 2021. http://hdl.handle.net/2142/32005.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chung, Sun Joo. “Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process.” 2012. Web. 18 Jan 2021.

Vancouver:

Chung SJ. Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2142/32005.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chung SJ. Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/32005

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Melbourne

26. Duong, Mai Thu. The development and validation of instruments to measure the process-oriented writing competence of Vietnamese EFL students.

Degree: 2011, University of Melbourne

 Process-oriented writing assessment methods with the focus on both the writing processes and writing products have gained increasing popularity in various educational contexts in the… (more)

Subjects/Keywords: writing assessment; portfolios; ESL; Rasch measurement; assessment instruments; validation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Duong, M. T. (2011). The development and validation of instruments to measure the process-oriented writing competence of Vietnamese EFL students. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/36623

Chicago Manual of Style (16th Edition):

Duong, Mai Thu. “The development and validation of instruments to measure the process-oriented writing competence of Vietnamese EFL students.” 2011. Doctoral Dissertation, University of Melbourne. Accessed January 18, 2021. http://hdl.handle.net/11343/36623.

MLA Handbook (7th Edition):

Duong, Mai Thu. “The development and validation of instruments to measure the process-oriented writing competence of Vietnamese EFL students.” 2011. Web. 18 Jan 2021.

Vancouver:

Duong MT. The development and validation of instruments to measure the process-oriented writing competence of Vietnamese EFL students. [Internet] [Doctoral dissertation]. University of Melbourne; 2011. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11343/36623.

Council of Science Editors:

Duong MT. The development and validation of instruments to measure the process-oriented writing competence of Vietnamese EFL students. [Doctoral Dissertation]. University of Melbourne; 2011. Available from: http://hdl.handle.net/11343/36623


University of Georgia

27. Granade, Jeremy Brian. A qualitative analysis of interactions between raters and trainers in a large scale writing assessment.

Degree: 2014, University of Georgia

 The purpose of this study was to investigate how interactions between rater-candidates and trainers during scheduled training conferences facilitate raters’ understanding and application of scoring… (more)

Subjects/Keywords: Writing assessment; Rater training; Qualitative Analysis; Applied conversation analysis; Performance assessment; Accuracy; Reliability; Statewide Assessment

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APA (6th Edition):

Granade, J. B. (2014). A qualitative analysis of interactions between raters and trainers in a large scale writing assessment. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22920

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Granade, Jeremy Brian. “A qualitative analysis of interactions between raters and trainers in a large scale writing assessment.” 2014. Thesis, University of Georgia. Accessed January 18, 2021. http://hdl.handle.net/10724/22920.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Granade, Jeremy Brian. “A qualitative analysis of interactions between raters and trainers in a large scale writing assessment.” 2014. Web. 18 Jan 2021.

Vancouver:

Granade JB. A qualitative analysis of interactions between raters and trainers in a large scale writing assessment. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10724/22920.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Granade JB. A qualitative analysis of interactions between raters and trainers in a large scale writing assessment. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22920

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

28. Taylor, Debra M. Writing Rubrics as Formative Assessments in an Elementary Classroom.

Degree: MSEd, Education and Human Development, 2013, SUNY College at Brockport

  This qualitative study with second and third grade students investigated what happens during the co-construction of a writing rubric between students and teacher for… (more)

Subjects/Keywords: writing rubric; formative assessment; self-assessment; elementary education; Education; Educational Assessment, Evaluation, and Research

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Taylor, D. M. (2013). Writing Rubrics as Formative Assessments in an Elementary Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/258

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Taylor, Debra M. “Writing Rubrics as Formative Assessments in an Elementary Classroom.” 2013. Thesis, SUNY College at Brockport. Accessed January 18, 2021. https://digitalcommons.brockport.edu/ehd_theses/258.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Taylor, Debra M. “Writing Rubrics as Formative Assessments in an Elementary Classroom.” 2013. Web. 18 Jan 2021.

Vancouver:

Taylor DM. Writing Rubrics as Formative Assessments in an Elementary Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2013. [cited 2021 Jan 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/258.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Taylor DM. Writing Rubrics as Formative Assessments in an Elementary Classroom. [Thesis]. SUNY College at Brockport; 2013. Available from: https://digitalcommons.brockport.edu/ehd_theses/258

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Toronto

29. Zapitis, Marina. The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6.

Degree: 2011, University of Toronto

The purpose of this action research is to discover how self-evaluation training affects students’ knowledge and understanding about their writing and needs for improvement. In… (more)

Subjects/Keywords: Self-Evaluation; Self-Assessment; Authentic Assessment; Formative Assessment; Assessment for Learning; Self-Regulated Writing; Criterion-based Feedback; Self-Evaluation Training; 0727

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zapitis, M. (2011). The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/29492

Chicago Manual of Style (16th Edition):

Zapitis, Marina. “The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6.” 2011. Masters Thesis, University of Toronto. Accessed January 18, 2021. http://hdl.handle.net/1807/29492.

MLA Handbook (7th Edition):

Zapitis, Marina. “The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6.” 2011. Web. 18 Jan 2021.

Vancouver:

Zapitis M. The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1807/29492.

Council of Science Editors:

Zapitis M. The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29492


University of Otago

30. Mallan, Vijay Kumar. The Influence of Contextual Factors on Revision Strategies: The Case of Four Malaysian Native Speakers of English in a Mainstream E.S.L. Classroom .

Degree: 2010, University of Otago

 This case study explored the revision strategies of four Malaysian native speakers of English when they composed aloud while writing an argumentative essay. Think aloud… (more)

Subjects/Keywords: native speakers of English; academic writing; think aloud protocols; assessment in writing; composition

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mallan, V. K. (2010). The Influence of Contextual Factors on Revision Strategies: The Case of Four Malaysian Native Speakers of English in a Mainstream E.S.L. Classroom . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/330

Chicago Manual of Style (16th Edition):

Mallan, Vijay Kumar. “The Influence of Contextual Factors on Revision Strategies: The Case of Four Malaysian Native Speakers of English in a Mainstream E.S.L. Classroom .” 2010. Doctoral Dissertation, University of Otago. Accessed January 18, 2021. http://hdl.handle.net/10523/330.

MLA Handbook (7th Edition):

Mallan, Vijay Kumar. “The Influence of Contextual Factors on Revision Strategies: The Case of Four Malaysian Native Speakers of English in a Mainstream E.S.L. Classroom .” 2010. Web. 18 Jan 2021.

Vancouver:

Mallan VK. The Influence of Contextual Factors on Revision Strategies: The Case of Four Malaysian Native Speakers of English in a Mainstream E.S.L. Classroom . [Internet] [Doctoral dissertation]. University of Otago; 2010. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10523/330.

Council of Science Editors:

Mallan VK. The Influence of Contextual Factors on Revision Strategies: The Case of Four Malaysian Native Speakers of English in a Mainstream E.S.L. Classroom . [Doctoral Dissertation]. University of Otago; 2010. Available from: http://hdl.handle.net/10523/330

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