Developing a Level-Specific Checklist for Assessing EFL Writing

Autor/in	Lukácsi, Zoltán
Titel	Developing a Level-Specific Checklist for Assessing EFL Writing
Quelle	In: Language Testing, 38 (2021) 1, S.86-105 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lukácsi, Zoltán)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532220916703
Schlagwörter	Test Construction; Test Validity; Test Items; Check Lists; Rating Scales; High Stakes Tests; Writing Skills; Writing Evaluation; Essays; English (Second Language); Language Teachers; Language Proficiency; Standards; Grammar; Accuracy + Suchen Sie Ihr Suchwort? Testaufbau; Testvalidität; Test content; Testaufgabe; Checkliste; Rating-Skala; Writing skill; Schreibfertigkeit; Essay; Aufsatzunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Language skill; Language skills; Sprachkompetenz; Standard; Grammatik
Abstract	In second language writing assessment, rating scales and scores from human-mediated assessment have been criticized for a number of shortcomings including problems with adequacy, relevance, and reliability (Hamp-Lyons, 1990; McNamara, 1996; Weigle, 2002). In its testing practice, Euroexam International also detected that the rating scales for writing at B2 had limited discriminating power and did not adequately reflect finer shades of candidate ability. This study sought to investigate whether a level-specific checklist of binary choice items could be designed to yield results that accurately reflect differential degrees of ability in EFL essay writing at level B2. The participants were four language teachers working as independent raters. The study involved the task materials, operational rating scales, reported scores, and candidate scripts from the May 2017 test administration. In a mixed-methods strategy of inquiry, qualitative data from stimulated recall, think-aloud protocols, and semi-structured interviews informed statistical test and item analyses. The results indicated that the checklist items were more transparent, led to increased variance, and contributed to a more coherent candidate language profile than scores from the rating scales. The implications support the recommendation that checklists should be used for level-specific language proficiency testing (Council of Europe, 2001, p. 189). (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01