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      Weir, C.J. and S.D. Shaw. 2008. ‘A socio-cognitive approach to writing test validation’ in Multilingualism and Assessment: Achieving Transparency, Assuring Quality, Sustaining Diversity, Studies in Language Testing 27. Cambridge: Cambridge University Press and Cambridge ESOL, pp. 147-156
      Book editor(s): Taylor, L. and C.J. Weir.
      ISBN: 978-052-1-711920
      Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
      Weir, C.J. and S.D. Shaw. 2008. ‘A socio-cognitive approach to writing test validation’ in Studies in Language Testing Vol 27: Multilingualism and Assessment: Achieving transparency, assuring quality, sustaining diversity - Proceedings of the ALTE Berlin Conference, May 2005. Cambridge: UCLES/CUP
      Book editor(s): Taylor, L. and C.J. Weir.
      ISBN: 9780521711920
      Entered by: University of Cambridge ESOL Examinations
      Shaw, S.D. and C.J. Weir. 2007. Studies in Language Testing Vol 26: Examining Writing: Research and Practice in Assessing Second Language Writing. Cambridge: UCLES/CUP.
      ISBN: 978052169293
      Summary: This highlights the need for test developers to provide clear explanations of the ability constructs which underpin tests offered in the public domain. It shows how an understanding and analysis of a socio-cognitive validation framework in relation to specific writing tests can assist test developers to operationalise their tests more effectively in relation to different proficiency levels.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: adult
      Entered by: University of Cambridge ESOL Examinations
      Shaw, S.D. and C.J. Weir. 2007. Examining Writing in a Second Language: Research and Practice in Asssessing Second Language Writing, Studies in Language Testing 26. Cambridge: Cambridge University Press and Cambridge ESOL.
      ISBN: 978-0-521-69293-9
      Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
      Cooze, M. and S.D. Shaw. 2007. ‘Establishing the impact of reduced input and output length in FCE and CAE writing’. Cambridge ESOL: Research Notes 30: 15-19
      URL: http://www.cambridgeesol.org/rs_notes/rs_nts30.pdf
      Summary: Margaret Cooze and Stuart Shaw report on research to establish the impact of reduced input and output length in FCE and CAE Writing papers using a series of multiple rating exercises where groups of examiners rated common sets of writing performances for the updated specifications.
      Entered by: University of Cambridge ESOL Examinations
      Shaw, S.D. 2007. ‘Modelling facets of the assessment of Writing within an ESM environment’. Cambridge ESOL: Research Notes 27: 14-19
      URL: http://www.cambridgeesol.org/rs_notes/rs_nts27.pdf
      Summary: Stuart Shaw describes efforts to conceptualise Cambridge ESOL’s Writing assessment as a workflow in terms of different facets within an Electronic Script Management (ESM) environment; he shows how this developing technology draws on databases and can benefit the assessment of writing performance.
      Entered by: University of Cambridge ESOL Examinations
      Shaw, S.D. 2007. ‘DELTA reliability: Estimating and reporting examiner performance indices for the written examination component’. Cambridge ESOL: Research Notes 29: 8-11
      URL: http://www.cambridgeesol.org/rs_notes/rs_nts29.pdf
      Summary: Stuart Shaw describes a recent study to enhance the marking quality of the DELTA Written Examination in terms of standardisation, reliability and transparency
      Entered by: University of Cambridge ESOL Examinations
      Barker, F. and S.D. Shaw. 2007. ‘Linking language assessments for younger learners across proficiency levels (Phase 1)’. Cambridge ESOL: Research Notes 28: 14-18
      URL: http://www.cambridgeesol.org/rs_notes/rs_nts28.pdf
      Summary: Fiona Barker and Stuart Shaw’s article reports on an ongoing and long-term study to locate the three levels of YLE onto a common scale, thereby providing empirical validation for the vertical equating of levels
      Entered by: University of Cambridge ESOL Examinations
      Falvey, P. and S.D. Shaw. 2006. ‘IELTS writing: Revising assessment criteria and scales (Phase 5)’. Cambridge ESOL: Research Notes 23: 7-12
      URL: http://www.cambridgeesol.org/rs_notes/rs_nts23.pdf
      Summary: Peter Falvey and Stuart Shaw continue a series of articles on the IELTS Writing Revision Project. They report the latest trial of new Writing assessment criteria and describe how well they are being interpreted and applied, followed by a discussion of the process approach to developing tests which examines how tests fulfil their intended purpose.
      Entered by: University of Cambridge ESOL Examinations
      Shaw, S.D. 2006. ‘IELTS writing: Revising assessment criteria and scales (Conclusion)’. Cambridge ESOL: Research Notes 24: 19-22
      URL: http://www.cambridgeesol.org/rs_notes/rs_nts24.pdf
      Summary: Stuart Shaw then considers rating scales for Writing, in his concluding article on the IELTS Writing Revision Project. He focuses on the qualitative analysis of a global survey on the revised IELTS Writing rating scale. Both raters and administrators were surveyed; the latter being a key stakeholder group rarely foregrounded in research studies.
      Entered by: University of Cambridge ESOL Examinations