<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202024000100145</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Evaluation of students&#8217; writing skills in higher education]]></article-title>
<article-title xml:lang="es"><![CDATA[Evaluación de las habilidades escrituras de los estudiantes en la educación superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mashi qizi]]></surname>
<given-names><![CDATA[Farida Huseynova]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Azerbaijan State Pedagogical University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Azerbaijan</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2024</year>
</pub-date>
<volume>16</volume>
<numero>1</numero>
<fpage>145</fpage>
<lpage>154</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202024000100145&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202024000100145&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202024000100145&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In recent years, finding efficient methods to assess university students' writing abilities has received significant attention. It has been pointed out that existing English writing exercises are largely ineffective for incoming university students, and students struggle with free writing tasks. This way, developing strong writing skills in English poses many challenges for students so, it is necessary to look for efficient ways to improve students' knowledge, sentence structure, and content when writing. In this regard, a key goal is emphasizing the importance of assessment for successfully teaching English writing. Considering the above, this study examines concepts for assessing university students' English writing skills. To accomplish this goal, the main methods of research used were a literature review and a survey among students at Azerbaijan State Pedagogical University. The study highlights how writing proficiency benefits students' cognitive growth and considers the psychological impacts of writing assessments. Findings indicate that assessments may increase anxiety and lower performance for college students' writing. As a result, evaluating students' written work poses difficulties for educators. Moreover, the writing process and features of effective writing differ in research versus assessment contexts. Key findings in the survey conducted show that instructions described for assessing writing offer students&#8217; systematic knowledge for effectively developing their writing abilities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En los últimos años, se ha prestado mucha atención a la búsqueda de métodos eficientes para evaluar las habilidades de escritura de los estudiantes universitarios. Se ha señalado que los ejercicios de escritura en inglés existentes son en gran medida ineficaces para los estudiantes universitarios entrantes, y los estudiantes tienen dificultades con las tareas de escritura libre. De esta manera, desarrollar sólidas habilidades de escritura en inglés plantea muchos desafíos para los estudiantes, por lo que es necesario buscar formas eficientes de mejorar el conocimiento, la estructura de las oraciones y el contenido de los estudiantes al escribir. En este sentido, un objetivo clave es enfatizar la importancia de la evaluación para enseñar con éxito la escritura en inglés. Considerando lo anterior, este estudio examina conceptos para evaluar las habilidades de escritura en inglés de los estudiantes universitarios. Para lograr este objetivo, los principales métodos de investigación utilizados fueron una revisión de la literatura y una encuesta entre estudiantes de la Universidad Pedagógica Estatal de Azerbaiyán. El estudio destaca cómo el dominio de la escritura beneficia el crecimiento cognitivo de los estudiantes y considera los impactos psicológicos de las evaluaciones de escritura. Los hallazgos indican que las evaluaciones pueden aumentar la ansiedad y reducir el rendimiento de la escritura de los estudiantes universitarios. Como resultado, evaluar el trabajo escrito de los estudiantes plantea dificultades para los educadores. Además, el proceso de escritura y las características de una escritura efectiva difieren en contextos de investigación versus evaluación. Los hallazgos clave de la encuesta realizada muestran que las instrucciones descritas para evaluar la escritura ofrecen a los estudiantes conocimientos sistemáticos para desarrollar eficazmente sus habilidades de escritura.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Assessment principles]]></kwd>
<kwd lng="en"><![CDATA[Writing process]]></kwd>
<kwd lng="en"><![CDATA[Product writing]]></kwd>
<kwd lng="en"><![CDATA[Evaluation criteria]]></kwd>
<kwd lng="es"><![CDATA[Principios de evaluación]]></kwd>
<kwd lng="es"><![CDATA[Proceso de redacción]]></kwd>
<kwd lng="es"><![CDATA[Redacción de productos]]></kwd>
<kwd lng="es"><![CDATA[Criterios de evaluación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Afrin]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Writing Problems of Non-English Major Undergraduate Students in Bangladesh: An Observation]]></article-title>
<source><![CDATA[Open Journal of Social Sciences]]></source>
<year>2016</year>
<volume>4</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>104-15</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Anwar]]></surname>
<given-names><![CDATA[M. N.]]></given-names>
</name>
<name>
<surname><![CDATA[Ahmed]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Students&#8217; difficulties in learning writing skills in second language]]></article-title>
<source><![CDATA[Science International (Lahore)]]></source>
<year>2016</year>
<volume>28</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>735-9</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Asep]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Challenges in Teaching writing skill at Junior High School: Problems and solutions]]></source>
<year>2014</year>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Badger]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[White]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A process genre approach to teaching writing]]></article-title>
<source><![CDATA[ELT Journal]]></source>
<year>2000</year>
<volume>54</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>153-60</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brown]]></surname>
<given-names><![CDATA[H. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Abeywickrama]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Language assessment: Principles and classroom practices]]></source>
<year>2004</year>
<publisher-name><![CDATA[Pearson Education]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carless]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Trust, distrust and their impact on assessment reform]]></article-title>
<source><![CDATA[Assessment &amp; Evaluation in Higher Education]]></source>
<year>2009</year>
<volume>34</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>79-89</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cheung]]></surname>
<given-names><![CDATA[Y. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teaching Writing]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Renandya]]></surname>
<given-names><![CDATA[W. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Widodo]]></surname>
<given-names><![CDATA[H. P.]]></given-names>
</name>
</person-group>
<source><![CDATA[English Language Teaching Today: Linking Theory and Practice]]></source>
<year>2016</year>
<page-range>179-94</page-range><publisher-name><![CDATA[Springer International Pu]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cohen]]></surname>
<given-names><![CDATA[B. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Moses]]></surname>
<given-names><![CDATA[J. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Byham]]></surname>
<given-names><![CDATA[W. C.]]></given-names>
</name>
</person-group>
<source><![CDATA[The validity of assessment centers: A literature review]]></source>
<year>1977</year>
<publisher-name><![CDATA[Development Dimensions International]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fareed]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ashraf]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Bilal]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[ESL Learners&#8217; Writing Skills: Problems, Factors and Suggestions]]></article-title>
<source><![CDATA[Journal of Education &amp; Social Sciences]]></source>
<year>2016</year>
<volume>4</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>83-94</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fazio]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Ferrari]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Testa]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Tamburrelli]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Marra]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Biancardi]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Palladino]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Marzocchi]]></surname>
<given-names><![CDATA[G. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Second-language learning difficulties in Italian children with reading difficulties]]></article-title>
<source><![CDATA[The British Journal of Educational Psychology]]></source>
<year>2021</year>
<volume>91</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>63-77</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fulcher]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Assessment Literacy for the Language Classroom]]></article-title>
<source><![CDATA[Language Assessment Quarterly]]></source>
<year>2012</year>
<volume>9</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>113-32</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hyland]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[ESP and writing]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Paltridge]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[Starfield]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[The Handbook of English for Specific Purposes]]></source>
<year>2013</year>
<page-range>95-113</page-range><publisher-name><![CDATA[Wiley Blackwell]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kim]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Tian]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Crossley]]></surname>
<given-names><![CDATA[S. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exploring the relationships among cognitive and linguistic resources, writing processes, and written products in second language writing]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2021</year>
<volume>53</volume>
<page-range>100824</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[McCracken]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Cho]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Sharif]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Wilson]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Miller]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Principled Assessment Strategy Design for Online Courses and Programs]]></article-title>
<source><![CDATA[Electronic Journal of E-Learning]]></source>
<year>201</year>
<volume>10</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>107-19</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Neff-Lippman]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Assessing Writing]]></article-title>
<source><![CDATA[Concepts in Composition]]></source>
<year>2011</year>
<edition>2.a ed</edition>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Noel]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[From a Culture of Testing to a Culture of Assessment: Implementing Writing Portfolios in a Micro Context]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Al-Mahrooqi]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Coombe]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Al-Maamari]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<name>
<surname><![CDATA[Thakur]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<source><![CDATA[Revisiting EFL Assessment: Critical Perspectives]]></source>
<year>2017</year>
<page-range>221-35</page-range><publisher-name><![CDATA[Springer International Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nyang&#8217;au]]></surname>
<given-names><![CDATA[B. N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Challenges students face in learning essay writing skills in English language in secondary schools in Manga District, Nyamira County, Kenya]]></source>
<year>2014</year>
<publisher-name><![CDATA[Kenyatta University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[O&#8217;Neill]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Adler-Kassner]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Reframing Writing Assessment to Improve Teaching and Learning]]></source>
<year>2010</year>
<publisher-name><![CDATA[Utah State University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Peha]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Assessing writing, assessing writers]]></article-title>
<source><![CDATA[Best Practice Writing Instruction]]></source>
<year>2011</year>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Salmani-Nodoushan]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Error Treatment in the EFL Writing Class: Red Pen Method Versus Remedial Instruction]]></article-title>
<source><![CDATA[Online Submission]]></source>
<year>2007</year>
<volume>4</volume>
<numero>Issue 3</numero>
<issue>Issue 3</issue>
<page-range>53-8</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Suharyat]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Investigation of Students&#8217; Writing Skills in Learning English as a Second Language in Indonesia]]></article-title>
<source><![CDATA[European Journal of English Language Studies]]></source>
<year>2023</year>
<volume>3</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>47-57</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Swales]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Feak]]></surname>
<given-names><![CDATA[C. B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Academic writing for graduate students]]></source>
<year>1994</year>
<publisher-name><![CDATA[University of Michigan Press Ann Arbor]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wang]]></surname>
<given-names><![CDATA[M.-F.]]></given-names>
</name>
<name>
<surname><![CDATA[Bakken]]></surname>
<given-names><![CDATA[L. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An academic writing needs assessment of English-as-a-second-language clinical investigators.]]></article-title>
<source><![CDATA[The Journal of Continuing Education in the Health Professions]]></source>
<year>2004</year>
<volume>24</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>181-9</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Weigle]]></surname>
<given-names><![CDATA[S. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of training on raters of ESL compositions]]></article-title>
<source><![CDATA[Language Testing]]></source>
<year>1994</year>
<volume>11</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>197-223</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Williams]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Preparing to Teach Writing: Research, Theory, and Practice]]></source>
<year>2014</year>
<edition>4.a ed.</edition>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
