Evaluando la escritura de alumnos universitarios de EFL: estudio sobre la confiabilidad de las calificaciones
Attali, Y., Lewis, W. & Steier, M. (2012). Scoring with the computer: Alternative procedures for improving the reliability of holistic essay scoring. Language Testing, 30(1), 125-141.
Bacha, N. (2001). Writing evaluation: What can analytic versus holistic essay scoring tell us? System, 29(3), 371-383.
Barkaoui, K. (2007). Rating scale impact on EFL essay marking: A mixed-method study. Assessing Writing, 12(2), 86-107.
Barkaoui, K. (2010). Variability in ESL essay rating processes: The role of the rating scale and rater experience. Language Assessment Quarterly,7(1), 54-74.
Council of Europe. (2002). Common European framework of reference for languages: Learning, teaching and assessment. Strasbourgh, FR: Author.
Council of Europe. (2009a). The manual for language test development and examination. Strasbourgh, FR: Author.
Council of Europe. (2009b). Manual for relating language examinations to the common european framework of reference for languages: Learning, teaching and assessment. Strasbourgh, FR: Author.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage Publications.
Cumming, A. (1990). Expertise in evaluating second language compositions. Language Testing, 7, 31-51.
Eckes, T. (2008). Rater types in writing performance assessments: a classification approach to rater variability. Language Testing, 25(2), 155-185.
Esfandiari, R. & Myford, C. (2013). Severity differences among self-assessors, peer-assessors, and teacher assessors rating EFL essays. Assessing Writing, 18(2), 111-131.
Gonzalez, E.F. & Roux, R. (2013). Exploring the variability of Mexican EFL teachers’ ratings of high school students’ writing ability. Argentinian Journal of Applied Linguistics, 1(2), 61-78.
Glówka, D. (2011). Mix? Yes, but how? Mixed methods research illustrated. In M. Pawlak (Ed.), Extending the boundaries of research on second language learning and teaching (pp. 289-300). Poland: Springer.
Hamp-Lyons, L. (1989). Raters respond to rhetoric in writing. In H. Dechert & C. Raupach (Eds.), Interlingual processes (pp. 229-244). Tubingen: Gunter Narr Verlag.
Hamp-Lyons, L. (1991). Assessing second language writing in academic contexts. Norwood, NJ: Ablex Publishing Corporation Assessing.
Hamp-Lyons, L. (2002). The scope of writing assessment. Assessing Writing, 8, 5-16.
Hamp-Lyons, L. (2003) Writing teachers as assessors of writing. In Kroll, B. (Ed.) Exploring the dynamics of second language writing (pp.162-189). New York: Cambridge University Press.
Jacobs, H., Zinkgraf, S., Wormuth, D., Hartfiel, V. & Hughey, J. (1981). Testing ESL composition: A practical approach. Rowley, MA: Newbury House.
Knoch, U. (2009). Diagnostic assessment of writing: A comparison of two rating scales. Language Testing, 26(2), 275-304.
Kroll, B. (1998). Assessing writing abilities. Annual Review of Applied Linguistics,18, 219-240.
Lim, G. (2011). The development and maintenance of rating quality in performance writing assessment: A longitudinal study of new and experienced raters. Language Testing, 28, 543-560.
Mendelsohn, D. & Cumming, A. (1987). Professors’ ratings of language use and rhetorical organizations in ESL compositions. TESL Canada Journal, 5(1), 9-26.
Nunan, D. (1992). Research methods in language learning. New York: Cambridge University Press.
Pearson, P.C. (2004). Controversies in second language writing: Dilemmas and decisions in research and instruction. The University of Michigan Press.
Saxton, E., Belanger, S. & Becker, W. (2012) The Critical Thinking Analytic Rubric (CTAR): Investigating intra-rater and inter-rater reliability of a scoring mechanism for critical thinking performance assessments. Assessing Writing, 17(4), 251-270.
Shi, L. (2001). Native and non-native speaking EFL teachers’ evaluation of Chinese students’ English writing. Language Testing, 18(3), 303-325.
Shi, L., Wan, W. & Wen, Q. (2003). Teaching experience and evaluation of second language students’ writing. The Canadian Journal of Applied Linguistics, 6, 219-236.
Vann, R., Lorenz, F. & Meyer, D. (1991). Error gravity: Faculty response to errors in the written discourse of non-native speakers of English. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 181-195). Norwood, NJ: Ablex.
Weigle, S. C. (1994). Effects of training on raters of ESL compositions. Language Testing, 11, 97-223.
Weigle, S. C. (2002). Assessing writing. United Kingdom: Cambridge University Press.
Weir, C. J. (1990). Communicative language testing. NJ: Prentice Hall Regents.
White, E. M. (1990). Language and reality in writing assessment. College Composition and Communication, 41(2), 87-200.
Wiseman, C. (2012). Rater effects: Ego engagement in rater decision-making. Assessing Writing, 17, 150-173.