Intervention in teachers' differential scoring judgments in assessing L2 writing through communities of assessment practice
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Tarih
2018
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Elsevier Science Bv
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
In writing assessment, the inconsistency of teachers' scorings is among the frequently reported concerns regarding the validity and the reliability of assessment. The study aimed to find out to what extent participating in a community of assessment practice (CAP) can impact the discrepancies among raters' scorings. Adopting one group pretest-posttest design, patterns in the teachers' scoring judgments were explored based on both quantitative and qualitative data. The results indicate significant increase in the degrees of agreement in the teachers' differential scorings showing changes in their severity tendencies for structural variety, lexical accuracy, organization and mechanics criteria while their scoring judgements on structural accuracy, task achievement, and lexical variety criteria had low levels of agreement.
Açıklama
Anahtar Kelimeler
Foreign language assessment, Writing assessment, Differential scoring, Teacher scoring judgments, Rater bias
Kaynak
Studies In Educational Evaluation
WoS Q Değeri
N/A
Scopus Q Değeri
Q1
Cilt
59
