Vignette test metacognitive writing knowledge

Knowledge is an important prerequisite for successful writing. In this article, we therefore focus on a facet of knowledge that is currently still understudied: conditional knowledge about the use of appropriate writing strategies in university tasks. On the basis of responses from N = 105 students and N = 5 experts, we developed a vignette test with closed tasks. We describe the test development and how we arrived at the final selection of pairwise comparisons that focus on planning, formulating and revising as the main processes of writing. With this approach, we aim to present an example of test development and encourage writing researchers to develop such tests themselves in order to use them in fundamental and applied research.