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Assessing Integrated Writing Tasks for Academic Purposes: Promises and Perils
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL
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IEA's Studies of Language Education: their scope and contributions
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Cognitive Diagnosis and Q-Matrices in Language Assessment
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If Language Is a Complex Adaptive System, What Is Language Assessment?
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Rater types in writing performance assessments: A classification approach to rater variability
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Textual Borrowing in Second-Language Writing
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A Tribute to Nelson Butters, PhD; (Member, Editorial Consulting Board, Assessment)
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Multiliteracies: Literacy Learning and the Design of Social Futures
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The TOEFL Test of Written English: Causes for Concern
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"Completely Different Worlds": EAP and the Writing Experiences of ESL Students in University Courses
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Diagnosing Foreign Language Proficiency : The Interface between Learning and Assessment
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Time to know them: a longitudinal study of writing and learning at the college level
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Education and mind in the knowledge age
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Assessing Integrated Skills
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Predicting integrated writing task performance: Source comprehension, prewriting planning, and individual differences
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The impact of source text referential cohesion on integrated writing performance: A focus on textual integration and source use overlap
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Investigating the effect of input modality in L2 integrated writing tasks for academic purposes: A writing product and process approach
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Teacher assessment of grammatical ability in second language academic writing: A case study
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Verb argument construction complexity indices and L2 writing quality: Effects of writing tasks and prompts
inferred← citeshttps://doi.org/10.1016/j.jslw.2023.101007openalex-snapshot
Developing and evaluating an empirically-based diagnostic checklist for assessing second language integrated writing
inferred← citeshttps://doi.org/10.1016/j.jslw.2023.101013openalex-snapshot
Developing L2 writing abilities through an instructional enrichment program informed by dynamic assessment
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Teachers’ involvement in high-stakes language assessment reforms: The case of Test for English Majors (TEM) in China
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Using emotional intelligence in an EFL integrated writing assessment
inferred← citeshttps://doi.org/10.1016/j.system.2025.103839openalex-snapshot
Assessing writing quality in story continuation writing tasks: The role of linguistic alignment
inferred← citeshttps://doi.org/10.1016/j.system.2026.104104openalex-snapshot
Cognitive diagnosis of EFL integrated writing under interactive noise input conditions: A G-DINA model approach
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Investigating Score Interpretations
inferred← citeshttps://doi.org/10.1017/9781108669849.009openalex-snapshot
Generalization Inference for a Computer-Mediated Graphic-Prompt Writing Test for ESL Placement
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Fairness, justice, and criticality: Reviewing second language writing assessment
inferred← citeshttps://doi.org/10.1017/s0272263119000251openalex-snapshot
MAPPING MASTER’S STUDENTS’ USE OF EXTERNAL SOURCES IN SOURCE-BASED WRITING IN L1 AND L2
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L2 learners’ challenges in integrated writing tasks: implications for writing teachers and developers of diagnostic assessments
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L2 reader-writers’ prior beliefs and integrated representations of controversial information sources: the moderating effects of strategic source processing
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The impact of TOEFL iBT preparation on Chinese test-takers’ perceptions of integrated speaking and writing design
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Exploring the Relationships Between Independent Listening and Listening-Reading-Writing Tasks in Chinese Language Testing: Toward a Better Understanding of the Construct Underlying Integrated Writing Tasks
inferred← citeshttps://doi.org/10.1080/15434303.2017.1405422openalex-snapshot
Establishing Comparability Across Writing Tasks With Picture Prompts of Three Alternate Tests
inferred← citeshttps://doi.org/10.1080/15434303.2020.1846190openalex-snapshot
“Follow Your Interests Because Those Will Motivate You to Excel”: An Interview with Alister Cumming
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Contributing to Multimodal Construct Definition and Operationalization: Insights from Research into Language Assessment Accommodations
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Multimodality in Second Language Assessment
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La confiabilidad de los evaluadores de la prueba escrita de un examen de certificación de español con fines académicos
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Text Cohesion and Prediction of General Proficiency in Reading-Writing Integrated Tasks
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The role of need for cognition (NfC) in the effect of language modalities on integrated writing performance
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Examining the Association of L2 Reading‐To‐Write Self‐Efficacy With Summarization Among EFL Students
inferred← citeshttps://doi.org/10.1111/ijal.70159openalex-snapshot
Impact of Text Elaboration and Reading and Reading‐While‐Listening Input Modalities on Incidental Collocation Learning: Insights From ESL Students
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Multiple Dimensions of Academic Language and Literacy Development
inferred← citeshttps://doi.org/10.1177/0265532214560257openalex-snapshot
What accounts for integrated reading-to-write task scores?
inferred← citeshttps://doi.org/10.1177/0265532215575626openalex-snapshot
Determining the scoring validity of a co-constructed CEFR-based rating scale
inferred← citeshttps://doi.org/10.1177/0265532217706196openalex-snapshot
University entrance language tests: A matter of justice
inferred← citeshttps://doi.org/10.1177/02655322221126604openalex-snapshot
The typology of second language listening constructs: A systematic review
inferred← citeshttps://doi.org/10.1177/02655322231155561openalex-snapshot
Operationalizing the reading-into-writing construct in analytic rating scales: Effects of different approaches on rating
inferred← citeshttps://doi.org/10.1177/02655322231167629openalex-snapshot
The relationship between written discourse features and integrated listening-to-write scores for adolescent English language learners
inferred← citeshttps://doi.org/10.1177/0267658320915501openalex-snapshot
Investigating L2 writing processes across independent and integrated tasks: A mixed-methods study
inferred← citeshttps://doi.org/10.1177/13621688231212118openalex-snapshot
Reading ability and challenges in a project-based academic report writing course: A test of the threshold hypothesis
inferred← citeshttps://doi.org/10.1177/13621688231216295openalex-snapshot
Performance-based differences in the associations among ideal self, enjoyment, and anxiety: A longitudinal study on L2 integrated writing
inferred← citeshttps://doi.org/10.1177/20965311251351987openalex-snapshot
An Integrative Research Review on Chinese Integrated Writing Assessment Over Two Decades
inferred← citeshttps://doi.org/10.1186/s40468-017-0040-5openalex-snapshot
Using keystroke logging to understand writers’ processes on a reading-into-writing test
inferred← citeshttps://doi.org/10.1186/s40468-020-00111-4openalex-snapshot
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inferred← citeshttps://doi.org/10.1186/s40468-025-00396-3openalex-snapshot
Creating an empirically derived checklist to diagnose second language learners’ integrated writing ability
inferred← citeshttps://doi.org/10.1186/s40468-026-00431-xopenalex-snapshot
The impact of Japanese EFL test-takers’ listening comprehension on their notetaking and summarization performance in two distinct listen-to-summarize tasks: an eye-tracking mixed-methods study
inferred← citeshttps://doi.org/10.12677/ae.2026.1671407openalex-snapshot
A Review of Research on the Application of Reflective Assessment Portfolios in Junior High School English Writing Instruction
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A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: associations with imaginative capacity and story continuation writing performance
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A avaliação integrada no exame Celpe-Bras e as tarefas de leitura e escrita
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Ensino integrado de leitura em português como língua adicional (PLA) e escrita em espanhol como língua comunitária (ELC) na universidade
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Inter-rater Reliability of English Essay Test and Korean-English Translation Test Across Multiple Topics and Rating Criteria
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ENSEÑANZA DE LA LECTURA, LA ESCRITURA Y LA ORALIDAD EN LAS DISCIPLINAS DE LA FACULTAD DE INFORMACIÓN Y COMUNICACIÓN: EL PROYECTO LESFIC
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KAP learners’ Performance on an Integrated Reading-Listening-Writing Task
inferred← citeshttps://doi.org/10.18533/journal.v3i5.478openalex-snapshot
Reading-to-write: A Practice of Critical Thinking
inferred← citeshttps://doi.org/10.18533/journal.v5i7.972openalex-snapshot
A Case Study of Two College Students’ Reading Strategies and Their Writing Styles
inferred← citeshttps://doi.org/10.18806/tesl.v31i1.1165openalex-snapshot
The Relationship Between Instructor Feedback and ESL Student Anxiety
inferred← citeshttps://doi.org/10.18806/tesl.v37i1.1333openalex-snapshot
Does the Quality of Source Notes Matter? An Exploratory Study of Source-based Academic Writing
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"Grandparents for the Next Generation"
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Investigating the Effect of Rater Training on Differential Rater Function in Assessing Academic Writing Skills of Higher Education Students
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Integração de habilidades: perspectiva histórico-teórica e operacionalização no exame Celpe-Bras
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As tarefas de compreensão oral para produção escrita no Celpe-Bras: construto e operacionalização
inferred← citeshttps://doi.org/10.2139/ssrn.5220431openalex-snapshot
Bridging Gaps and Building Agency: A Critical Exploration of Eap's Evolving Landscape
inferred← citeshttps://doi.org/10.2139/ssrn.5250052openalex-snapshot
Bridging Gaps and Building Agency: A Critical Exploration of Eap's Evolving Landscape
inferred← citeshttps://doi.org/10.22099/jtls.2014.2060openalex-snapshot
The Effect of Variations in Integrated Writing Tasks and Proficiency Level on Features of Written Discourse Generated by Iranian EFL Learners
inferred← citeshttps://doi.org/10.22215/etd/2018-13334openalex-snapshot
Testing Regime Change as Innovation: Washback Potential Over Time
inferred← citeshttps://doi.org/10.25076/vpl.38.02openalex-snapshot
INTEGRATED WRITING TASKS AS A MEANS OF INCREASING THE AUTHENTICITY OF THE LEARNING PROCESS
inferred← citeshttps://doi.org/10.25236/fer.2023.062912openalex-snapshot
A Review of Research on Source Material Borrowing in Integrated Foreign Language Writing Assessment
inferred← citeshttps://doi.org/10.29393/rla60-5sbml30005openalex-snapshot
SOURCE-BASED WRITING IN PROFESSIONAL SPANISH AS A FOREIGN LANGUAGE: SOME PEDAGOGICAL INSIGHTS BASED ON A QUALI-QUANTITATIVE APPROACH
inferred← citeshttps://doi.org/10.30971/pje.v36i3.437openalex-snapshot
Language Assessment in Higher Education: Challenges and Consequences
inferred← citeshttps://doi.org/10.30971/pje.v36i3.671openalex-snapshot
Language Assessment in Higher Education: Challenges and Consequences
inferred← citeshttps://doi.org/10.3138/cmlr-2023-0022openalex-snapshot
Examining Performance on an Integrated Writing Task from a Canadian English Language Proficiency Test
inferred← citeshttps://doi.org/10.31565/korrow.2018..38.008openalex-snapshot
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inferred← citeshttps://doi.org/10.32523/2616-678x-2022-140-3-167-180openalex-snapshot
Young learners’ reading-writing skills in English as FL in Kazakhstan
inferred← citeshttps://doi.org/10.3389/fpsyg.2020.01941openalex-snapshot
An Extensive Knowledge Mapping Review of Measurement and Validity in Language Assessment and SLA Research
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.914125openalex-snapshot
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inferred← citeshttps://doi.org/10.3389/fpsyg.2023.1058411openalex-snapshot
A mini review of communicative language testing
inferred← citeshttps://doi.org/10.37213/cjal.2021.31313openalex-snapshot
Does Prewriting Planning Positively Impact English L2 Students’ Integrated Writing Performance?
inferred← citeshttps://doi.org/10.37213/cjal.2022.33395openalex-snapshot
Les tâches intégrées plurilingues nécessitant la compréhension en anglais dans des universités non anglophones : les perceptions et les pratiques déclarées d’étudiants ayant des profils académiques et langagiers variés
inferred← citeshttps://doi.org/10.37514/jwa-j.2017.1.1.13openalex-snapshot
I Hear What You�re Saying: The Power of Screencasts in Peer-to-Peer Review
inferred← citeshttps://doi.org/10.37514/per-b.2024.2166openalex-snapshot
Considering Students, Teachers, and Writing Assessment: Volume 1, Technical and Political Contexts
inferred← citeshttps://doi.org/10.37514/per-b.2024.2166.1.3openalex-snapshot
Introduction to Volume 1, Technical and Political Contexts
inferred← citeshttps://doi.org/10.37514/per-b.2024.2166.2.01openalex-snapshot
Chapter 1. Reframing Reliability for Writing Assessment
inferred← citeshttps://doi.org/10.37514/per-b.2024.2166.2.02openalex-snapshot
Chapter 2. Validity Inquiry of Race and Shared Evaluation Practices in a Large-Scale, University-Wide Writing Portfolio Assessment
inferred← citeshttps://doi.org/10.37514/per-b.2024.2166.2.04openalex-snapshot
Chapter 4. The Misuse of Writing Assessment for Political Purposes
inferred← citeshttps://doi.org/10.37514/per-b.2024.2166.2.05openalex-snapshot
Chapter 5. Issues in Large-Scale Writing Assessment: Perspectives from the National Assessment of Educational Progress
inferred← citeshttps://doi.org/10.37514/per-b.2024.2166.2.06openalex-snapshot
Chapter 6. The Micropolitics of Pathways: Teacher Education, Writing Assessment, and the Common Core,
inferred← citeshttps://doi.org/10.37514/per-b.2024.2166.2.07openalex-snapshot
Chapter 7. Writing Assessment, Placement, and the Two-Year College
inferred← citeshttps://doi.org/10.37514/per-b.2024.2166.2.08openalex-snapshot
Chapter 8. Validity of Automated Scoring: Prologue for a Continuing Discussion of Machine Scoring Student Writing
inferred← citeshttps://doi.org/10.37514/per-b.2024.2166.2.09openalex-snapshot
Chapter 9. Critique of Mark D. Shermis and Ben Hamner, �Contrasting State-of-the-Art Automated Scoring of Essays: Analysis"
inferred← citeshttps://doi.org/10.37514/per-b.2024.2166.2.10openalex-snapshot
Chapter 10. Globalizing Plagiarism and Writing Assessment: A Case Study of Turnitin
inferred← citeshttps://doi.org/10.37514/per-b.2024.2166.2.21openalex-snapshot
Retrospective. From Isolation to Integration: Technical Issues in the Assessment of Writing
inferred← citeshttps://doi.org/10.37514/per-b.2024.2166.2.22openalex-snapshot
Retrospective. The Politics and Public Policy of Large-Scale Writing Assessment
inferred← citeshttps://doi.org/10.37514/per-b.2024.2166.2.23openalex-snapshot
Retrospective. Implications of Automated Scoring of Writing
inferred← citeshttps://doi.org/10.3828/ijeap.2025.9openalex-snapshot
Validating an integrated reading-into-writing task to assess writing for academic purposes
inferred← citeshttps://doi.org/10.47749/t/unicamp.2022.1253389openalex-snapshot
As dimensões do construto compreensão oral para produção escrita no exame Celpe-Bras
inferred← citeshttps://doi.org/10.51287/cttl20225openalex-snapshot
EFFECTIVENESS AND ASSESSMENT OF ENGLISH PRODUCTION SKILLS THROUGH AUDIOVISUAL TRANSLATION
inferred← citeshttps://doi.org/10.5507/bo.2023.022openalex-snapshot
Integration of Language Skills in Czech Language Testing
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Evaluating the Effectiveness of Integrating Reading and Writing Pedagogy in EFL Setting and Teachers' Perceptions
inferred← citeshttps://doi.org/10.5539/elt.v8n6p150openalex-snapshot
Connecting Reading and Writing: A Case Study
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Input-rich Writing Tasks and Student Writing on an English Language Proficiency Test
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Can Exams Change How and What Learners Learn? Investigating the Washback Effect of a University English Language Proficiency Test in the Turkish Context
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