Preliminary Proficiency Guidelines — Writing Revised 2001

Breiner-Sanders, Karen E.; Swender, Elvira; Terry, Robert M.

doi:10.1111/j.1944-9720.2002.tb01828.x

Cited by 19 publications

(14 citation statements)

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“…An early version of the ACTFL guidelines that included all four skills appeared in 1986, and a further version also accompanied the revised guidelines for oral proficiency in 1999 (Breiner-Sanders, Lowe, Miles, & Swender, 2000). In 2001, the Preliminary Proficiency Guidelines-Writing Revised (Breiner-Sanders, Swender, & Terry, 2002) were published. In parallel to the process involving oral proficiency, the writing guidelines were widely distributed, and ultimately a training and certification procedure was put into place by 2008.…”

Section: Introductionmentioning

confidence: 99%

Designing and Sustaining a Foreign Language Writing Proficiency Assessment Program at the Postsecondary Level

Bernhardt

Molitoris

Romeo

et al. 2015

Foreign Language Annals

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Writing in postsecondary foreign language contexts in North America has received far less attention in the curriculum than the development of oral proficiency. This article describes one institution's process of confronting the challenges not only of recognizing the contribution of writing to students' overall linguistic development, but also of implementing a program‐wide process of assessing writing proficiency. The article reports writing proficiency ratings that were collected over a 5‐year period for more than 4,000 learners in 10 languages, poses questions regarding the proficiency levels that postsecondary learners achieved across 2 years of foreign language instruction, and relates writing proficiency scores to Simulated Oral Proficiency Interview ratings for a subset of students. The article also articulates the crucial relationship between professional development and writing as well as the role of technology in collecting and assessing writing samples.

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Section: Introductionmentioning

confidence: 99%

Designing and Sustaining a Foreign Language Writing Proficiency Assessment Program at the Postsecondary Level

Bernhardt

Molitoris

Romeo

et al. 2015

Foreign Language Annals

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“…One should note that valid developmental measures cannot be assumed to be valid measures of writing proficiency or quality (e.g., Perkins, 1983). The latter are generally based on rating scales such as the American Council on the Teaching of Foreign Languages writing proficiency guidelines (Breiner-Sanders, Swender, & Terry, 2001), which consider the writer's demonstrated ability to control a multiplicity of aspects (e.g., vocabulary, grammar, syntax, and organization) to effectively direct writing to specific audiences in ways that are appropriate for the requirements of the discourse and the target language culture. Pursuant to the goals of developmental index studies, I evaluated syntactic complexity measures as objective indices of ''language development as it is manifested in a written modality'' (Wolfe-Quintero et al, 1998, p. 2), not as indicators of writing proficiency or quality.…”

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confidence: 99%

A Corpus‐Based Evaluation of Syntactic Complexity Measures as Indices of College‐Level ESL Writers' Language Development

2011

TESOL Quarterly

526

467

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This article reports results of a corpus‐based evaluation of 14 syntactic complexity measures as objective indices of college‐level English as a second language (ESL) writers' language development. I analyzed large‐scale ESL writing data from the Written English Corpus of Chinese Learners (Wen, Wang, & Liang, 2005) using a computational system designed to automate syntactic complexity measurement with 14 measures that have been proposed in second language writing development studies (Lu, 2010). This analysis allows us to investigate the impact of sampling condition on the relationship between syntactic complexity and language development, to identify measures that significantly differentiate between developmental levels, to determine the magnitude at which between‐level differences in each measure reach statistical significance, to assess the pattern of development associated with each measure, and to examine the strength of the relationship between different pairs of measures. This research provides ESL teachers and researchers with useful insights into how these measures can be used effectively as indices of college‐level ESL writers' language development.

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“…The earliest testing organization to reform was the American Council on the Teaching of Foreign Languages (ACTFL). The ACTFL guidelines have been revised (Breiner-Sanders, Swender, & Terry, 2001). The list of writing indicators can be seen in Figure 5.…”

Section: L2 Writing Product Assessment Criteria In Usementioning

confidence: 99%

A Review of Theories and Research Into Second Language Writing Assessment Criteria

Duong¹

2019

JFS

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As language assessment in Vietnam is being intensively attended to by the Ministry of Education and Training and is actually critically transformed, criterion-referenced assessment has gradually been a familiar term for language teachers, assessors and administrators. Although the name of the approach has been extensively used, most teachers of English at all levels of language education still face the challenge of identifying “criteria” for writing assessment scales. This paper attempts to provide a reference for teachers and researchers in second language writing concerning on the major development in the field in defining this construct of “writing competence”. The paper focuses more on the existing and published literature globally on English writing teaching approaches, research and practices. These contents are reviewed and summarized into two major strands: the product-oriented considerations and the process-oriented considerations.

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Preliminary Proficiency Guidelines — Writing Revised 2001

Cited by 19 publications

References 0 publications

Designing and Sustaining a Foreign Language Writing Proficiency Assessment Program at the Postsecondary Level

Designing and Sustaining a Foreign Language Writing Proficiency Assessment Program at the Postsecondary Level

A Corpus‐Based Evaluation of Syntactic Complexity Measures as Indices of College‐Level ESL Writers' Language Development

A Review of Theories and Research Into Second Language Writing Assessment Criteria

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