Designing proficiency-oriented performance tasks for the 21st-century workplace written communication: An evidence-centered design approach

Abstract

CEPA® Written Communication Assessment™ is a computer-based, criterion-referenced, and proficiency-oriented test designed to measure non-native speakers' workplace English proficiency in writing. In its creation, developers used the evidence-centered design (ECD) approach (Mislevy & Haertel, 2006) to define and operationalize the construct of writing in the context of modern workplace communication. The first phase of ECD, Domain Analysis, yielded a comprehensive definition of 21st-century workplace written communication, revisions to CEFR language-proficiency descriptors, and an adaptation of the GRASPS framework (Wiggins & McTighe, 2008). These discoveries served the Domain Modeling phase by defining proficiency-oriented performance task design patterns; after which, a Conceptual Assessment Framework could be constructed. Due to the essential expansive detailing of each phase, this paper focuses only on the first three 'assessment conceptualization' phases of ECD. That is, the discussion of the last two 'assessment operationalization' phases, the Assessment Implementation and Delivery, is beyond the scope of the current paper. In keeping with the notion that assessment as argument is a cornerstone of test validation (Kane, 2006;, this study reports on the use of ECD's first three phases, conceiving of assessment practices as evidentiary arguments, to inform the design and development of the CEPA Written Communication Assessment.

Survey datasets of VIKKE assessment tool on children's Finnish Sign Language development

“…Figure 1 presents the domain model for the CEPA® Written Communication Assessment using a Toulmin's argument diagram (the diagram is read from bottom to top). The warrants used in the assessment argument come from the above-mentioned domain analysis study (Dursun et al, 2020).…”

“…To this end, the Written Communication Assessment Framework in this domain outlines an interrelated integration of linguistic (as observed in the domain analysis of textbooks), sociolinguistic (as observed in the domain analysis of common global business world language content from reports and popular business magazines), and pragmatic competences (as observed in the domain analysis of situational contexts revealed by reports and surveys of talent acquisition managers) (Dursun et al, 2020).…”

“…For the sake of brevity, a detailed analysis of these resources (methodology, instruments, materials, and procedures, and results) can be found in a recent publication by Dursun, Morris and Ünaldı (2020). In the CEPA® project, the outcomes of the domain analysis helped us identify the central skill requirements and situations of written communication in global corporations as well as vital knowledge representations (e.g.…”

Flipped Classroom with Whiteboard Animation to Promote Communication Skill: A Mixed Method Study

“…This also involves written communication skills, as they must write in a standardized, clear, and precise manner within the documents. Writing skills can be honed through tasks such as composing description assignments, responding to questions, producing papers, drafting reports, delivering presentations, and answering queries (Dursun et al, 2020;Moore & Morton, 2017;Nurakhir et al, 2020). The assessment of group presentation communication skills is conducted descriptively within the student worksheet.…”

Persuasive Strategies in Email Marketing: An Analysis of Appeal and Influence in Business Communication

“…Email communication is pivotal for business professionals in contemporary workplaces (Dursun et al, 2020;Evans, 2012;Ho, 2018). Serving as a principal mode of interaction, email has solidified its role as an indispensable instrument for executing business operations and facilitating the exchange of information among colleagues, clients, and other stakeholders.…”