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Learning-Oriented Language Assessment: Putting Theory into Practice

Gebril, Atta

1, 2021

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A Global South perspective on Open Science in language assessment: A response to Winke

Language testing, 2024-10, Vol.41 (4), p.886-891

2024

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Shaping a score: Complexity, accuracy, and fluency in integrated writing performances

Language testing, 2019-04, Vol.36 (2), p.161-179

2019

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Towards a reconciliatory approach to ungrading in writing classes: A response to Crusan

Journal of second language writing, 2024-12, Vol.66, p.101151, Article 101151

Gebril, Atta

2024

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Teachers' Conceptions of Assessment: A Global Phenomenon or a Global Localism

Frontiers in education (Lausanne), 2019-03, Vol.4

2019

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Using multiple texts in an integrated writing assessment: Source text use as a predictor of score

Journal of second language writing, 2013-09, Vol.22 (3), p.217-230

2013

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The assessment of writing in languages other than English (LOTE)

Assessing writing, 2024-04, Vol.60, p.100840, Article 100840

2024

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The Interface of Teaching, Research, and Professional Service in Language Assessment: An Interview with James E. Purpura

Language assessment quarterly, 2020-05, Vol.17 (3), p.316-326

Gebril, Atta

2020

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Source-based tasks in academic writing assessment: Lexical diversity, textual borrowing and proficiency

Journal of English for academic purposes, 2016-12, Vol.24, p.78-88

2016

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Exploring the relationship of organization and connection with scores in integrated writing assessment

Assessing writing, 2017-01, Vol.31, p.98-112

2017

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Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices

Assessing writing, 2016-04, Vol.28, p.43-56

2016

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Language teachers' conceptions of assessment: an Egyptian perspective

Teacher development, 2017-01, Vol.21 (1), p.81-100

Gebril, Atta

2017

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Test Preparation in the Accountability Era: Toward a Learning-Oriented Approach

TESOL journal, 2018-03, Vol.9 (1), p.4-16

Gebril, Atta

2018

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Score generalizability of academic writing tasks: Does one test method fit it all?

Language testing, 2009-10, Vol.26 (4), p.507-531

Gebril, Atta

2009

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An assessment perspective on argumentation in writing

Journal of second language writing, 2017-06, Vol.36, p.85-86

2017

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Test Preparation Beliefs and Practices in a High-Stakes Context: A Teacher's Perspective

Language assessment quarterly, 2017-10, Vol.14 (4), p.360-379

2017

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Assembling validity evidence for assessing academic writing: Rater reactions to integrated tasks

Assessing writing, 2014-07, Vol.21, p.56-73

2014

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Toward a Transparent Construct of Reading-to-Write Tasks: The Interface Between Discourse Features and Proficiency

Language assessment quarterly, 2013-01, Vol.10 (1), p.9-27

2013

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Integrated writing scores based on holistic and multi-trait scales: A generalizability analysis

Assessing writing, 2018-10, Vol.38, p.21-36

2018

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A close investigation into source use in integrated second language writing tasks

Assessing writing, 2012, Vol.17 (1), p.18-34

2012

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Bringing reading-to-write and writing-only assessment tasks together: A generalizability analysis

Assessing writing, 2010, Vol.15 (2), p.100-117

Gebril, Atta

2010

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The effect of high-stakes examination systems on teacher beliefs: Egyptian teachers' conceptions of assessment

Assessment in education : principles, policy & practice, 2014-01, Vol.21 (1), p.16-33

2014

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Language Assessment Literacy in a Learning-Oriented Assessment Framework

Learning-Oriented Language Assessment, 2021, Vol.1, p.34-48

1, 2021

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Feedback as a Learning-Oriented Assessment Practice: Principles, Opportunities, and Challenges

Learning-Oriented Language Assessment, 2021, Vol.1, p.85-106

1, 2021

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Learning-Oriented Assessment: Basic Concepts and Frameworks in Using Assessment to Support Language Learning

Learning-Oriented Language Assessment, 2021, Vol.1, p.13-33

1, 2021

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Learning-Oriented Language Assessment: Putting Theory into Practice

A Global South perspective on Open Science in language assessment: A response to Winke

Shaping a score: Complexity, accuracy, and fluency in integrated writing performances

Towards a reconciliatory approach to ungrading in writing classes: A response to Crusan

Teachers' Conceptions of Assessment: A Global Phenomenon or a Global Localism

Using multiple texts in an integrated writing assessment: Source text use as a predictor of score

The assessment of writing in languages other than English (LOTE)

The Interface of Teaching, Research, and Professional Service in Language Assessment: An Interview with James E. Purpura

Source-based tasks in academic writing assessment: Lexical diversity, textual borrowing and proficiency

Exploring the relationship of organization and connection with scores in integrated writing assessment

Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices

Language teachers' conceptions of assessment: an Egyptian perspective

Test Preparation in the Accountability Era: Toward a Learning-Oriented Approach

Score generalizability of academic writing tasks: Does one test method fit it all?

An assessment perspective on argumentation in writing

Test Preparation Beliefs and Practices in a High-Stakes Context: A Teacher's Perspective

Assembling validity evidence for assessing academic writing: Rater reactions to integrated tasks

Toward a Transparent Construct of Reading-to-Write Tasks: The Interface Between Discourse Features and Proficiency

Integrated writing scores based on holistic and multi-trait scales: A generalizability analysis

A close investigation into source use in integrated second language writing tasks

Bringing reading-to-write and writing-only assessment tasks together: A generalizability analysis

The effect of high-stakes examination systems on teacher beliefs: Egyptian teachers' conceptions of assessment

Language Assessment Literacy in a Learning-Oriented Assessment Framework

Feedback as a Learning-Oriented Assessment Practice: Principles, Opportunities, and Challenges

Learning-Oriented Assessment: Basic Concepts and Frameworks in Using Assessment to Support Language Learning

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