Rating Scale Impact on EFL Essay Marking: A Mixed-Method Study

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10