Literaturnachweis - Detailanzeige
Autor/in | Barkaoui, Khaled |
---|---|
Titel | Rating Scale Impact on EFL Essay Marking: A Mixed-Method Study |
Quelle | In: Assessing Writing, 12 (2007) 2, S.86-107 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1075-2935 |
DOI | 10.1016/j.asw.2007.07.001 |
Schlagwörter | Writing Evaluation; Writing Tests; Rating Scales; Essays; Foreign Countries; Teaching Methods; English (Second Language); Second Language Learning; Scores; Protocol Analysis; Interrater Reliability; Decision Making; Tunisia Writing test; Schreibtest; Rating-Skala; Essay; Aufsatzunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Interrater-Reliabilität; Decision-making; Entscheidungsfindung; Tunesien |
Abstract | Educators often have to choose among different types of rating scales to assess second-language (L2) writing performance. There is little research, however, on how different rating scales affect rater performance. This study employed a mixed-method approach to investigate the effects of two different rating scales on EFL essay scores, rating processes, and raters' perceptions. Four EFL teachers in Tunisia rated a set of 24 EFL essays silently and two subsets of four essays while thinking aloud using a holistic scale and then a multiple-trait rating scale. The essay scores were analyzed using G-theory while the think-aloud protocols were coded in terms of Cuming, Kantor, and Power's (Cumming, A., Kantor, R., & Powers, D. (2002). Decision making while rating ESL/EFL writing tasks: A descriptive framework. Modern Language Journal, 86 (1), 67-96.) rater decision-making scheme. The holistic scale resulted in higher inter-rater agreement. Raters employed similar processes with both rating scales. Raters were the main source of variability in terms of scores and decision-making behavior. These findings have implications for writing assessment practices and for further research. (Contains 6 tables and 4 figures.) (Author). |
Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |