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Examining the Impact of Scoring Methods on the Institutional EFL Writing Assessment: A Turkish Perspective |
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| รหัสดีโอไอ | |
| Creator | Turgay Han, Jinyan Huang |
| Title | Examining the Impact of Scoring Methods on the Institutional EFL Writing Assessment: A Turkish Perspective |
| Publisher | สถาบันภาษา จุฬาลงกรณ์มหาวิทยาลัย |
| Publication Year | 2560 |
| Journal Title | PASAA : a journal of language teaching and learning |
| Journal Vol. | 53 |
| Page no. | 112_147 |
| Keyword | EFL writing assessment,scoring methods,generalizability (G-) theory,rater interviews,rating variability,rating reliability. |
| ISSN | 2287-0024 |
| Abstract | Using generalizability (G-) theory and rater interviewsas both quantitative and qualitative approaches, thisstudy examined the impact of scoring methods (i.e.,holistic versus analytic scoring) on the scoring variabilityand reliability of an EFL institutional writing assessmentat a Turkish university. Ten raters were invited to rate 36undergraduate argumentative essays first holistically andthen analytically, with a three-week time interval. Thequantitative results indicated that with proper ratertraining holistic scoring can produce as reliable anddependable assessment outcomes as analytic scoring.Similarly, the qualitative results revealed that all ratersprefer using the holistic scoring method because it couldhelp them not only assign fair and objective scores toessays but also facilitate their scoring process. Further,most raters agreed that the content of an essay was themost important factor that most affected their holisticscoring decision making of an essay. In contrast, allaspects of an essay (e.g., grammar, content, ororganization) jointly affected their analytic scoring decision making of an essay. Important implications for EFLwriting assessment professionals in the institutionalassessment context are discussed. |
