Assessing Grammar: Assessing Grammar

By J. Purpura. 2004

331 citations recorded by the source corpus.

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Citations in the corpus

Constructing a language assessment knowledge base: A focus on language assessment courses (2008, background): “Language assessors need to be familiar with contemporary theories about the learning, teaching and assessment of grammar, for example, so as to be able to design suitable assessment measures (Purpura, 2004).”
Exploring ways to provide diagnostic feedback with an ESL placement test: Cognitive diagnostic assessment of L2 reading ability (2015, methodology): “This finding may appear to counter the claims made in prior research, which has generally viewed pragmatic meaning as highly contextualized implied meaning, making it more difficult to understand than literal or intended meanings (e.g., Gray, 1960; Herber, 1978; Purpura, 2004).”
Textbook trends in teaching language testing (2008, background): “Seven are of particular relevance (Douglas, 1999; Alderson, 2000; Read, 2000; Buck, 2001; Cushing, 2002; Purpura, 2004; Luoma, 2004) inasmuch as they replicate within their properly narrow confines the operation of the Bachman (1990) model of language testing.”
The Effects of Complexity, Accuracy, and Fluency on Communicative Adequacy in Oral Task Performance (2014, methodology): “The ESL data were collected as part of a placement test, which was developed and validated at a North-American university for Purpura 2004) .”
Testing Person Fit in Cognitive Diagnosis (2009, background): “An initial review of the literature suggested that the three dimensions of morphosyntactic form, cohensive form, and lexical form are abilities measured by a grammar test (Liao, 2007; Purpura, 2004).”
The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance (2007, neutral): “In his recent work, Purpura (2004) goes even further in defining grammatical knowledge, so that it includes knowledge of phonological, lexical and cohesive forms, along with their meanings.”
Discourse Characteristics of Writing and Speaking Task Types on the "TOEFL iBT"® Test: A Lexico-Grammatical Analysis. "TOEFL iBT"® Research Report. TOEFL iBT-19. Research Report. RR-13-04. (2013, neutral): “Most of these studies have adopted a deductive approach, beginning with an a priori definition of grammatical complexity as elaborated structures added on to simple phrases and clauses (see, e.g., Purpura, 2004, p. 91; Willis, 2003, p. 192).”
An operational definition of the emergence criterion (2007, background): “2 Chaudron (2003) and Purpura (2004) provide useful reviews of tasks and procedures for assessing grammatical development.”