Assessing Writing

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April 2026

  1. Apr 2026
    How do L2 writing subskills interact hierarchically? Insights from diagnostic classification models ↗
    Farshad Effatpanah; Hamdollah Ravand; Mahmoud Abdi Tabari; Yi-Hsin Chen; Olga Kunina-Habenicht
    multimodality multilingual writers
    doi:10.1016/j.asw.2026.101029
  2. Apr 2026
    Assessing GenAI-assisted digital multimodal composing: Reconceptualizing a genre-based framework through self-assessment and peer assessment ↗
    Yunan Zhang; Zixuan Li
    genre theory multimodality
    doi:10.1016/j.asw.2026.101017
  3. Apr 2026
    Associations of adolescents’ argumentative writing scores and growth when evaluated by different human raters and artificial intelligence models ↗
    Deborah K. Reed; Sterett Mercer
    multimodality artificial intelligence multilingual writers
    doi:10.1016/j.asw.2026.101015
  4. Apr 2026
    Assessing fairness in finetuned scoring models with demographically restricted training data ↗
    Langdon Holmes; Wesley Morris; Scott Crossley; Joon Suh Choi
    multimodality
    doi:10.1016/j.asw.2026.101032

January 2026

  1. Jan 2026
    Beyond the page: A multimodal self-efficacy framework for assessing L2 digital-academic writing ↗
    Ke Li; Ying Hong; Chen Hao
    multimodality
    doi:10.1016/j.asw.2025.101010
  2. Jan 2026
    Extracting interpretable writing traits from a large language model ↗
    Paul Deane; Andrew Hoang
    multimodality artificial intelligence
    doi:10.1016/j.asw.2025.101011

October 2025

  1. Oct 2025
    Improving writing feedback quality and self-efficacy of pre-service teachers in Gen-AI contexts: An experimental mixed-method design ↗
    Siyu Zhu; Qingyang Li; Yuan Yao; Jialin Li; Xinhua Zhu
    multimodality
    doi:10.1016/j.asw.2025.100960

July 2025

  1. Jul 2025
    Unveiling the precursors of negative emotions in second language writing through control-value theory: An explanatory sequential design approach ↗
    Haijing Zhang; Fangwei Huang
    multimodality multilingual writers
    doi:10.1016/j.asw.2025.100949

April 2025

  1. Apr 2025
    Modeling the interplay between teacher support, anxiety and grit in predicting feedback-seeking behavior in L2 writing ↗
    Ya Zhang; Zhanhao Jiang
    multimodality multilingual writers
    doi:10.1016/j.asw.2025.100920
  2. Apr 2025
    Predicting inappropriate source use from scores of language use, source comprehension, and organizational features: A study using generalized linear models ↗
    Kwangmin Lee; Ray J.T. Liao; I.-Chun Vera Hsiao; Junhee Park; Yafei Ye
    multimodality
    doi:10.1016/j.asw.2025.100934
  3. Apr 2025
    Designing a rating scale for an integrated reading-writing test: A needs-oriented approach ↗
    Aynur Ismayilli Karakoҫ; Peter Gu; Rachael Ruegg
    multimodality
    doi:10.1016/j.asw.2025.100918

October 2024

  1. Oct 2024
    Exploring the use of model texts as a feedback instrument in expository writing: EFL learners’ noticing, incorporations, and text quality ↗
    Long Quoc Nguyen; Bao Trang Thi Nguyen; Hoang Yen Phuong
    multimodality multilingual writers
    doi:10.1016/j.asw.2024.100890
  2. Oct 2024
    Understanding the SSARC model of task sequencing: Assessing L2 writing development ↗
    Mahmoud Abdi Tabari; Yizhou Wang; Michol Miller
    multimodality multilingual writers
    doi:10.1016/j.asw.2024.100893

July 2024

  1. Jul 2024
    Modeling relationships among large-grained, fine-grained absolute syntactic complexity and assessed L2 writing quality: An SEM approach ↗
    Yuxin Peng; Yafu Zheng; Jie Sun; Yue Jiang; Jiexin Lin; Haomin Zhang
    multimodality multilingual writers
    doi:10.1016/j.asw.2024.100875
  2. Jul 2024
    Comparing Chinese L2 writing performance in paper-based and computer-based modes: Perspectives from the writing product and process ↗
    Xiaozhu Wang; Jimin Wang
    multimodality multilingual writers
    doi:10.1016/j.asw.2024.100849
  3. Jul 2024
    Exploring the multi-dimensional human mind: Model-based and text-based approaches ↗
    Min Kyu Kim; Jinho Kim; Ali Heidari
    multimodality
    doi:10.1016/j.asw.2024.100878

April 2024

  1. Apr 2024
    Assessing video game narratives: Implications for the assessment of multimodal literacy in ESP ↗
    Vicent Beltrán-Palanques
    multimodality
    doi:10.1016/j.asw.2024.100809

January 2024

  1. Jan 2024
    A mixed Rasch model analysis of multiple profiles in L2 writing ↗
    Farshad Effatpanah; Purya Baghaei; Mohammad N. Karimi
    multimodality multilingual writers
    doi:10.1016/j.asw.2023.100803

October 2023

  1. Oct 2023
    Developments in learners’ affective engagement with written peer feedback: The affordances of in situ translanguaging ↗
    Hooman Saeli; Payam Rahmati
    multimodality translingualism affect and writing
    doi:10.1016/j.asw.2023.100788

July 2023

  1. Jul 2023
    Diagnosing Chinese college-level English as a Foreign Language (EFL) learners’ integrated writing capability: A Log-linear Cognitive Diagnostic Modeling (LCDM) study ↗
    Kwangmin Lee
    multimodality multilingual writers
    doi:10.1016/j.asw.2023.100730
  2. Jul 2023
    Connecting form with function: Model texts for bilingual learners’ narrative writing ↗
    Yingmin Wang; Manfei Xu; Yishi Jiang; Tan Jin
    multimodality
    doi:10.1016/j.asw.2023.100753
  3. Jul 2023
    Comparing computer-based and paper-based rating modes in an English writing test ↗
    Yuhua Liu; Jianda Liu
    multimodality
    doi:10.1016/j.asw.2023.100771

April 2023

  1. Apr 2023
    The design and cognitive validity verification of reading-to-write tasks in L2 Chinese writing assessment ↗
    Rujun Pan; Xiaofei Lu
    assessment multimodality
    doi:10.1016/j.asw.2023.100699
  2. Apr 2023
    Developing and evaluating a set of process and product-oriented classroom assessment rubrics for assessing digital multimodal collaborative writing in L2 classes ↗
    Anisa Cheung
    assessment multimodality
    doi:10.1016/j.asw.2023.100723

October 2022

  1. Oct 2022
    Using unfolding models to identify targeted feedback strategies for student writing ↗
    Ye Yuan; George Engelhard; Kevin Raczynski; Jue Wang
    multimodality
    doi:10.1016/j.asw.2022.100670

April 2022

  1. Apr 2022
    Exploring the impact of teacher feedback modes and features on students' text revisions in writing ↗
    Mohammed Abdullah Alharbi
    multimodality revision
    doi:10.1016/j.asw.2022.100610

October 2021

  1. Oct 2021
    Remodeling writers’ composing processes: Implications for writing assessment ↗
    Muhammad M.M. Abdel Latif
    assessment multimodality
    doi:10.1016/j.asw.2021.100547
  2. Oct 2021
    Diagnosing writing ability using China’s Standards of English Language Ability: Application of cognitive diagnosis models ↗
    Lianzhen He; Ziyun Jiang; Shangchao Min
    multimodality
    doi:10.1016/j.asw.2021.100565

October 2020

  1. Oct 2020
    Designing proficiency-oriented performance tasks for the 21st-century workplace written communication: An evidence-centered design approach ↗
    Ahmet Dursun; Jennifer K. Morris; Aylin Ünaldı
    multimodality
    doi:10.1016/j.asw.2020.100487

July 2020

  1. Jul 2020
    Presentation-mode effects in large-scale writing assessments ↗
    Thomas Canz; Lars Hoffmann; Renate Kania
    assessment multimodality
    doi:10.1016/j.asw.2020.100470

July 2019

  1. Jul 2019
    Affordances and limitations of the ACCUPLACER automated writing placement tool ↗
    Sarah Hughes; Ruth Li
    multimodality artificial intelligence
    doi:10.1016/j.asw.2019.06.004
  2. Jul 2019
    Affordances of TOEFL writing tasks beyond university admissions ↗
    Jon Smart
    multimodality multilingual writers
    doi:10.1016/j.asw.2019.06.006

October 2018

  1. Oct 2018
    Corrigendum to “Modeling second language writing quality: A structural equation investigation of lexical, syntactic, and cohesive features in source-based and independent writing” [Assess. Writ. 37C (2018) 39–56] ↗
    Minkyung Kim; Scott A. Crossley
    multimodality multilingual writers
    doi:10.1016/j.asw.2018.09.002

July 2018

  1. Jul 2018
    Modeling second language writing quality: A structural equation investigation of lexical, syntactic, and cohesive features in source-based and independent writing ↗
    Minkyung Kim; Scott A. Crossley
    multimodality multilingual writers
    doi:10.1016/j.asw.2018.03.002

April 2018

  1. Apr 2018
    The effects of writing mode and computer ability on L2 test-takers' essay characteristics and scores ↗
    Khaled Barkaoui; Ibtissem Knouzi
    multimodality
    doi:10.1016/j.asw.2018.02.005
  2. Apr 2018
    Going online: The effect of mode of delivery on performances and perceptions on an English L2 writing test suite ↗
    Tineke Brunfaut; Luke Harding; Aaron Olaf Batty
    multimodality multilingual writers
    doi:10.1016/j.asw.2018.02.003

October 2017

  1. Oct 2017
    Design and evaluation of automated writing evaluation models: Relationships with writing in naturalistic settings ↗
    Brent Bridgeman; Chaitanya Ramineni
    multimodality artificial intelligence
    doi:10.1016/j.asw.2017.10.001

January 2017

  1. Jan 2017
    K-12 multimodal assessment and interactive audiences: An exploratory analysis of existing frameworks ↗
    Ewa McGrail; Nadia Behizadeh
    multimodality
    doi:10.1016/j.asw.2016.06.005

October 2015

  1. Oct 2015
    Examining instructors’ conceptualizations and challenges in designing a data-driven rating scale for a reading-to-write task ↗
    Doreen Ewert; Sun-Young Shin
    multimodality
    doi:10.1016/j.asw.2015.06.001

July 2015

  1. Jul 2015
    Teacher modeling on EFL reviewers’ audience-aware feedback and affectivity in L2 peer review ↗
    Carrie Yea-huey Chang
    multimodality multilingual writers revision affect and writing
    doi:10.1016/j.asw.2015.04.001

April 2015

  1. Apr 2015
    Predicting EFL writing ability from levels of mental representation measured by Coh-Metrix: A structural equation modeling study ↗
    Vahid Aryadoust; Sha Liu
    multimodality multilingual writers
    doi:10.1016/j.asw.2015.03.001

October 2014

  1. Oct 2014
    Contexts of engagement: Towards developing a model for implementing and evaluating a writing across the curriculum programme in the sciences ↗
    Ingrid A.M. McLaren
    writing across the curriculum multimodality
    doi:10.1016/j.asw.2014.03.005

April 2014

  1. Apr 2014
    Directed self-placement questionnaire design: Practices, problems, possibilities ↗
    Christie Toth; Laura Aull
    writing program administration multimodality
    doi:10.1016/j.asw.2013.11.006

January 2013

  1. Jan 2013
    On the relation between automated essay scoring and modern views of the writing construct ↗
    Paul Deane
    multimodality
    doi:10.1016/j.asw.2012.10.002

October 2012

  1. Oct 2012
    “Storming and norming”: Exploring the value of group development models in addressing conflict in communal writing assessment ↗
    Crystal Broch Colombini; Maureen McBride
    assessment multimodality
    doi:10.1016/j.asw.2012.05.002

April 2012

  1. Apr 2012
    Addressing the complexity of writing development: Toward an ecological model of assessment ↗
    Elizabeth Wardle; Kevin Roozen
    multimodality
    doi:10.1016/j.asw.2012.01.001

January 2008

  1. Jan 2008
    A statewide writing assessment model: Student proficiency and future implications ↗
    Leon Dappen; Jody Isernhagen; Sue Anderson
    assessment writing across the curriculum multimodality
    doi:10.1016/j.asw.2008.04.001

January 2006

  1. Jan 2006
    Effects of composition mode and self-perceived computer skills on essay scores of sixth graders ↗
    Jennifer N. Burke; Gregory J. Cizek
    multimodality
    doi:10.1016/j.asw.2006.11.003

January 2002

  1. Jan 2002
    A comparison of composing processes and written products in timed-essay tests across paper-and-pencil and computer modes ↗
    Young-Ju Lee
    multimodality
    doi:10.1016/s1075-2935(03)00003-5