Assessing Written Communication Skills Using a Continua Model of a Guide to Making Judgments (GTMJ)

Autor/inn/en	Grainger, Peter R.; Christie, Michael; Carey, Michael
Titel	Assessing Written Communication Skills Using a Continua Model of a Guide to Making Judgments (GTMJ)
Quelle	In: Journal of University Teaching and Learning Practice, 16 (2019) 2, Artikel 10 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Writing Skills; Communication Skills; Models; Preservice Teachers; Scoring Rubrics; Evaluation Criteria; Essays; Grading; Writing Evaluation; Evaluators; Teacher Education; Language Proficiency; Student Evaluation; Foreign Countries; Small Colleges; College Faculty; Assessment Literacy; Academic Language; Standards; Holistic Approach; Teacher Attitudes; Expertise; Australia + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Kommunikationsstil; Analogiemodell; Scoring formulas; Auswertungsbogen; Essay; Aufsatzunterricht; Notengebung; Schulnote; Lehrerausbildung; Lehrerbildung; Language skill; Language skills; Sprachkompetenz; Studentische Bewertung; Ausland; College; Colleges; Oberschule; Fakultät; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Standard; Holistischer Ansatz; Lehrerverhalten; Expert appraisal; Australien
Abstract	Written communication skills are one of the most assessed criteria in higher education contexts, especially in humanities disciplines, including teacher education. There is a need to research and develop an assessment grading tool (i.e. criteria sheet or rubric) that would assist students in pre-service teacher education programs to better understand and practice written communication and to assist markers when grading academic essays that include this criterion. When rubrics are used the criterion that covers the written communication skills part of the task is often too general to truly assist students to know what they must do in order to obtain the grade to which they aspire. Using substantive conversation in focus group discussions, we defined written communication and designed a criteria sheet using a model known as the Continua model of a Guide to Making Judgments (GTMJ). We found that this tool not only had the potential to help students to better understand key features of good written communication in an academic context, but also to assist assessors to focus on standards descriptors or 'threshold' qualities of written communication when grading students' academic essays. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01