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Call for Papers DEADLINE EXTENDED: Special Issue on Assessing Writing
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5/10/2019 to 5/24/2019
When: Friday, May 10, 2019
Where: United States

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***Deadline extended until 24 May 2019***

Special issue in Assessing Writing - ‘Assessing Writing for Workplace Purposes’ – publication second half of 2020.

Co-editors: Ute Knoch, Susy Macqueen, Catherine Elder

Global mobility has resulted in linguistically diverse workforces and a growth in the use of professional and occupational lingua francas. In these circumstances, research on language assessment for the workplace is becoming increasingly important, particularly in relation to jobs where communication breakdowns or inaccurate or imprecise reporting can result in serious consequences. To date most attention has focused on the assessment of spoken communication in workplaces (see, e.g., Elder, et al, special issue Language Testing). This special issue broadens the scope of assessment for the workplace by shifting the focus to the assessment of writing and considering how assessment design can fit with the complex sociotechnologies and communication practices in modern workplaces. Examples are: health professionals communicate important information about patients to other health professionals using written handover communication; lawyers need to be able to draft contracts and ot!
her legal documents in writing; tourism operators need to prepare copy for their publications; and engineers write reports detailing important specifications.

The special issue will focus on answering some or all of the following questions:
• How can we define and operationalise the construct of writing in the specified context for assessment purposes?
• What are the implications of changing workplace roles, technologies and demands for professional training and associated assessments?
• How appropriate are current standards for determining writing readiness for the workplace and/or how or by whom should such standards be determined?
• How can validity be established for assessments of writing for the workplace?
• How do test users perceive or engage with writing tests designed for particular occupational purposes?
• Are there occupational contexts in which informal assessments of writing proficiency contribute to high stakes decisions (e.g. about recruitment or promotion)? What are the consequences and ethical implications of this kind of decision-making?
• How are the written communication practices of specific workplaces and occupations changing? How can or should language assessment practices adapt to these changes?

Interested authors are invited to submit an abstract of their work (300 - 400 words) by 24 May 2019 to Ute Knoch - uknoch@unimelb.edu.au.

Authors invited to submit full papers will be notified by 31 May 2019.

Deadline for submission of full papers for review is 30 September 2019.

Full manuscripts should be prepared in accordance with Assessing Writing’s Guide for Authors available at: https://www.elsevier.com/journals/assessing-writing/1075-2935/guide-for-authors and submitted via the journal’s Evise portal.

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