Assessing Individual and Group Oral Exams: Scoring Criteria and Rater Interaction

Autor/inn/en	Yalçin-Çolakoglu, Özlem; Selçuk, Merve
Titel	Assessing Individual and Group Oral Exams: Scoring Criteria and Rater Interaction
Quelle	In: Advances in Language and Literary Studies, 10 (2019) 1, S.147-153 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Oral Language; Language Tests; Test Validity; Inferences; Criterion Referenced Tests; Second Language Learning; Audio Equipment; Grades (Scholastic); Decision Making; Student Attitudes; Second Language Instruction; Scoring Rubrics; Evaluation Criteria; Group Discussion; Evaluators; Interrater Reliability; English (Second Language); College Preparation; Foreign Countries; Speech Communication; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Language test; Sprachtest; Testvalidität; Inference; Inferenz; Zweitsprachenerwerb; Audio-CD; Notenspiegel; Decision-making; Entscheidungsfindung; Schülerverhalten; Fremdsprachenunterricht; Scoring formulas; Auswertungsbogen; Gruppendiskussion; Interrater-Reliabilität; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland
Abstract	Criterion referenced tests of second language speaking performance are administered in different institutions using different procedures. The present study reports raters' practices of second language speaking tests, in particular the correspondence between test-takers' grades when assessed individually and in groups. Data derived from audio-recordings of raters' (n=8) decision making process (scoring) in two test modes, post-test interviews and two sets of students' (n=92) speaking scores were obtained from individual versus group discussion tasks. Although a grading rubric had been used, it was found that raters also relied on rubric irrelevant criteria when judging performances, which brings up the question whether the validity of the inferences is jeopardized. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01