Academic Journal
Evaluation of Technical Description Writing: An Assessment for ESP Learners in Engineering Programs.
| Τίτλος: | Evaluation of Technical Description Writing: An Assessment for ESP Learners in Engineering Programs. |
|---|---|
| Συγγραφείς: | NAQVI, SAMIA |
| Πηγή: | rEFLections; Jan-Apr2026, Vol. 33 Issue 1, p1-26, 26p |
| Θεματικοί όροι: | Technical writing, Test validity, Engineering education, Test reliability, Students, Educational evaluation |
| Περίληψη: | This paper reports an empirical evaluation of a CBT (Closed Book Test) designed to assess technical description writing skills among first-year engineering students enrolled in an English for Specific Purposes (ESP) module. Grounded in Bachman and Palmer's (1996) test usefulness framework, the study examines the assessment in terms of its validity, reliability, practicality, authenticity, interactiveness, and impact. The CBT required students to produce a written description of an electronic object, using appropriate terminology, critically evaluating the product, and suggesting improvements. Test development involved content expert validation, internal and external moderation, and alignment with ESP module outcomes. Data were collected through test scripts from the entire student cohort (N = 34), expert CVI ratings, post-test survey responses (Likert-scale and open-ended items), and moderators' comments. Analysis included blind marking of all test scripts by two examiners using a standardised analytic rubric, paired samples t-test for inter-rater reliability (p = 0.163), and exploratory factor analysis for construct validity. The mixed-methods approach combined quantitative analysis (survey ratings, statistical tests) with qualitative analysis of open-ended survey responses and moderator feedback. The post-test student survey across all six usefulness dimensions yielded consistently high mean scores (4.1-4.5). The evaluation confirmed the CBT's overall test usefulness across all six dimensions through multiple validation methods, with 85% of students affirming its effectiveness in improving their technical writing skills. Limitations include the small sample size, single-institution context, and potential response bias. Future research should focus on scaling the CBT model across institutions and disciplines, implementing hybrid automated scoring systems, refining rubric analytics, and conducting longitudinal studies to examine skill transfer to professional contexts. [ABSTRACT FROM AUTHOR] |
| Copyright of rEFLections is the property of King Mongkut's University of Technology Thonburi (KMUTT), School of Liberal Arts and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Complementary Index |
| FullText | Text: Availability: 0 |
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| Header | DbId: edb DbLabel: Complementary Index An: 194602141 RelevancyScore: 1023 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 1023.34954833984 |
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| Items | – Name: Title Label: Title Group: Ti Data: Evaluation of Technical Description Writing: An Assessment for ESP Learners in Engineering Programs. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22NAQVI%2C+SAMIA%22">NAQVI, SAMIA</searchLink> – Name: TitleSource Label: Source Group: Src Data: rEFLections; Jan-Apr2026, Vol. 33 Issue 1, p1-26, 26p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Technical+writing%22">Technical writing</searchLink><br /><searchLink fieldCode="DE" term="%22Test+validity%22">Test validity</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+education%22">Engineering education</searchLink><br /><searchLink fieldCode="DE" term="%22Test+reliability%22">Test reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper reports an empirical evaluation of a CBT (Closed Book Test) designed to assess technical description writing skills among first-year engineering students enrolled in an English for Specific Purposes (ESP) module. Grounded in Bachman and Palmer's (1996) test usefulness framework, the study examines the assessment in terms of its validity, reliability, practicality, authenticity, interactiveness, and impact. The CBT required students to produce a written description of an electronic object, using appropriate terminology, critically evaluating the product, and suggesting improvements. Test development involved content expert validation, internal and external moderation, and alignment with ESP module outcomes. Data were collected through test scripts from the entire student cohort (N = 34), expert CVI ratings, post-test survey responses (Likert-scale and open-ended items), and moderators' comments. Analysis included blind marking of all test scripts by two examiners using a standardised analytic rubric, paired samples t-test for inter-rater reliability (p = 0.163), and exploratory factor analysis for construct validity. The mixed-methods approach combined quantitative analysis (survey ratings, statistical tests) with qualitative analysis of open-ended survey responses and moderator feedback. The post-test student survey across all six usefulness dimensions yielded consistently high mean scores (4.1-4.5). The evaluation confirmed the CBT's overall test usefulness across all six dimensions through multiple validation methods, with 85% of students affirming its effectiveness in improving their technical writing skills. Limitations include the small sample size, single-institution context, and potential response bias. Future research should focus on scaling the CBT model across institutions and disciplines, implementing hybrid automated scoring systems, refining rubric analytics, and conducting longitudinal studies to examine skill transfer to professional contexts. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of rEFLections is the property of King Mongkut's University of Technology Thonburi (KMUTT), School of Liberal Arts and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=194602141 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 1 Subjects: – SubjectFull: Technical writing Type: general – SubjectFull: Test validity Type: general – SubjectFull: Engineering education Type: general – SubjectFull: Test reliability Type: general – SubjectFull: Students Type: general – SubjectFull: Educational evaluation Type: general Titles: – TitleFull: Evaluation of Technical Description Writing: An Assessment for ESP Learners in Engineering Programs. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: NAQVI, SAMIA IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan-Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 15135934 Numbering: – Type: volume Value: 33 – Type: issue Value: 1 Titles: – TitleFull: rEFLections Type: main |
| ResultId | 1 |