| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Automated Essay Scoring feedback for second language writers: How does it compare to instructor feedback?
|
Dikli, Semire
|
|
2014
|
22 |
C |
p. 1-17
17 p.
|
artikel
|
| 2 |
Contexts of engagement: Towards developing a model for implementing and evaluating a writing across the curriculum programme in the sciences
|
McLaren, Ingrid A.M.
|
|
2014
|
22 |
C |
p. 18-32
15 p.
|
artikel
|
| 3 |
Ed.Board/Aims and scope
|
|
|
2014
|
22 |
C |
p. IFC-
1 p.
|
artikel
|
| 4 |
Examining genre effects on test takers’ summary writing performance
|
Li, Jiuliang
|
|
2014
|
22 |
C |
p. 75-90
16 p.
|
artikel
|
| 5 |
Just Ask Teachers: Building expertise, trusting subjectivity, and valuing difference in writing assessment
|
Osborne, Jeff
|
|
2014
|
22 |
C |
p. 33-47
15 p.
|
artikel
|
| 6 |
[No title]
|
Condon, William
|
|
2014
|
22 |
C |
p. 100-102
3 p.
|
artikel
|
| 7 |
On the vulnerability of automated scoring to construct-irrelevant response strategies (CIRS): An illustration
|
Bejar, Isaac I.
|
|
2014
|
22 |
C |
p. 48-59
12 p.
|
artikel
|
| 8 |
Reflexive writers: Re-thinking writing development and assessment in schools
|
Ryan, Mary
|
|
2014
|
22 |
C |
p. 60-74
15 p.
|
artikel
|
| 9 |
Thank you to reviewers, 2013
|
|
|
2014
|
22 |
C |
p. 103-
1 p.
|
artikel
|
| 10 |
The challenges of emulating human behavior in writing assessment
|
Shermis, Mark D.
|
|
2014
|
22 |
C |
p. 91-99
9 p.
|
artikel
|
| 11 |
Three current, interconnected concerns for writing assessment
|
Hamp-Lyons, Liz
|
|
2014
|
22 |
C |
p. A1-A4
nvt p.
|
artikel
|
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