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Language Testing
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Creating a self-rating instrument for second language writing: from idea to implementation

Sari Luoma

University of Jyvä skylä, sluoma{at}cc.jyu.fi

Mirja Tarnanen

University of Jyvä skylä

This article reports on the development of a self-rating instrument for writing. The instrument engages learners in responding to a writing task and assessing their own proficiency against a set of benchmarks. The technical and conceptual framework for the instrument is the DIALANG project, a diagnostic language assessment system for 14 languages on the internet. The report comprises a description of the self-rating procedure, an account of instrument development, a report on a usability study with six learners of Finnish as a second language, and our test-developer analysis of the process and products of the self-rating instrument. The data consists of records of task and benchmark development, participant background data, the texts that the learners wrote, video recordings of their screen actions during the self-rating process, immediate retrospective interviews with the learners, and teacher ratings of the learner texts. The discussion concentrates on the concepts that underlie the self-rating process and the potential offered by this approach for the learning, teaching, and assessment of second language writing.

Language Testing, Vol. 20, No. 4, 440-465 (2003)
DOI: 10.1191/0265532203lt267oa
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Home page
 Language Teaching ResearchHome page
Y.-M. Chen
Learning to self-assess oral performance in English: A longitudinal case study
Language Teaching Research, April 1, 2008; 12(2): 235 - 262.
[Abstract] [PDF]