Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
significance of feedback in teaching and learning process
significance of feedback in teaching and learning process
four importances of feedback to learners
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Differences in rater behaviors are among the factors responsible for variability in the decision making process(DMP) during ratings. The interference of either the rater rating style or rater experience determines the validity and reliability of the rating score and the rater themselves. Factors related to rater inconsistencies identification and measurement in DMP is necessary to avoid factors underlying variability in decision making process . Several studies have identified rater proficiency level, rater experiences and tasks as its factors. The purpose of this paper is to critically review two articles that contribute to describe insights of rater behavior related to the factors studied. Barkaoui (2010) ‘Variability in ESL Essay Rating Processes: The Role of the Rating Scale and Rater Experience’ identifies effects of rating scales and experiences on raters behavior through think aloud protocol. While Baker (2012)’Individual Differences in Rater Decision-Making Style: An Exploratory Mixed-Methods Study” defines and addresses decision making style (DMS) as a factor related to decision making process in writing assessments rating. The following summary and critical evaluation of these articles explicitly provide what involves in raters decisions as well as the strength and weaknesses of these two articles. Summary of text 1 Barkaoui (2010) quantitative study of variability in raters assessments discusses the impact of rating scales and rater experiences in writing rating (p.54).12 ESL essays were holistically and analytically assessed by 25 raters, novice and experienced( Barkaoui,2010,p.56). Results shows that rating scales has greater impact on rating processes, especially in analytical ratings( Barkaoui,2010,p.56). ... ... middle of paper ... ... in rater training or rater profiling as well. As a final suggestion, the two studies discussed in this paper successfully identifies additional factors to rater decision making process and will be of great benefit for those who are interested in the area of rater assessments and rating consistencies. Works Cited Baker, B. A. (2012). Individual differences in rater decision-making style: An exploratory mixed- methods study. Language Assessment Quarterly, 9(3), 225-248. Retrieved from http://search.proquest.com.ezp.lib.unimelb.edu.au/docview/1364738673?accountid=12372 Barkaoui, K. (2010). Variability in ESL essay rating processes: The role of the rating scale and rater experience. Language Assessment Quarterly, 7(1), 54-74. Retrieved from http://search.proquest.com.ezp.lib.unimelb.edu.au/docview/744444316?accountid=12372
For a while, it was thought that halo could be eliminated, or at least attenuated, by training. By warning raters of this pitfall associated with the graphic rating scales, scores would contain fewer halos, and the ratings would be more appropriate. However, research has shown this not to be the case (Ryan, 2008). Some have proposed the alternative of statistical correction to compensate for halo.
This article, reporting on the research done by Margo Glew and Charlene Polio of Michigan State University, examines writing assessment in a different way than most research on the topic. The goal of this research was to look into how an ESL student chooses prompts for a writing exam when offered a choice. Polio and Glew not only investigate how they choose, but how long it takes each student to choose and if they should even be given a choice at all.
There are various ways writers can evaluate their techniques applied in writing. The genre of writing about writing can be approached in various ways – from a process paper to sharing personal experience. The elements that go into this specific genre include answers to the five most important questions who, what, where, and why they write. Anne Lamott, Junot Diaz, Kent Haruf, and Susan Sontag discuss these ideas in their individual investigations. These authors create different experiences for the reader, but these same themes emerge: fears of failing, personal feelings toward writing, and most importantly personal insight on the importance of writing and what works and does not work in their writing procedures.
Being a new teacher of English, I find the assessment of compositions to be a concept I question and struggle with on a regular basis. Having consulted several colleagues, mentors, administrators, and fellow graduate students, I have come to the conclusion that there is no easy answer to this tedious yet ever important question. While there are many inlets and outlets to this dilemma, for the sake of time I will touch on only three. While all three are very different in terms of concepts, rituals, and conducts, they all come together to one common goal - helping students express themselves in terms of writing.
After the student has completed the writing sample the rubric is used to score the student a determine the student's writing level. The rubric measures structure, development, and language conventions. Within each category there is criteria. In structure the writing is scored on overall, lead, transitions, ending, and organization. In development the writing is scored on elaboration and craft. In language conventions the writing is scored on spelling and punctuation. For each criteria the assessor can score the writing by giving 2 points (pre-k level), 2.5 points (mid-level between pre-k and kindergarten), 3 points (kindergarten), three and a half points (mid-level between kindergarten and first grade), or four points (first grade). After scores are given for each criteria, add up the points in each section, and at the very end there is a scoring guide for the total points earned. The total number of points can be translated into a grade score using the table provided on the assessment
I have never thought that essay writing could be so hard and stressful. However, when I started my first ESL course, which was ESL 263, I was proven wrong. First of all, I didn’t know anything about essay writing. That class was my first experience in English writing. I wanted to drop the class so many times. Essay writing was just so stressful. I remember our instructor telling us that ESL 263 is an easy class compared to ESL 273. Of course that freaked me out. I started questioning myself if I really want to continue studying. Obviously, I kept studying. Nonetheless, I wanted to drop ESL 273 also. I’m glad I stayed in this class because I learned a lot and I can see improvements in my writing. I can say I am ready for ESL 5. As I reflect
6+1 Writing Assessment Traits and The Writing Process, Retrieved 23 Oct 2007 from the World Wide Web: http://www.nwrel.org/eval/writing/spiral.pdf
Every person has their own unique way of writing which makes their writing stand out among the other people’s writing. Weather a person’s writing is full of high leveled vocabulary to a person use of complex sentences. Throughout the semester I had many times where I felt that my writing was weak at certain points or at times where my writing skills to started to improve. The major assignments and the short answer responses helped improve my skills as a writer. Even though all three major assignments helped improved my writing skills, the one that had the most effect in my writing was the report essay as it helped discover new methods while also the short answer response number 4 helped me to analysis images in an aspect that I did not know before.
Good writing is often thought to be subjective; it depends on the opinion of the reader whether the writing is “good” or not. However, there are some elements that make writing inherently good or bad. The main goal of writing is to convey a message of some sort. If the message and necessary information have been transferred, then it is effective writing that makes it at least somewhat good because its purpose has been achieve. While this is one criteria for good writing, great writing expects slightly more. Great writing has to express the information it is intended to in a way that is conducive to understanding with a style and voice appropriate for the medium of the writing. We explored this idea at the beginning of the semester when we looked as eight samples of writing and
Language assessment is an important and inseparable part of foreign language learning/ teaching. An aim of language assessment is to find about how much the process of education improves learners’ knowledge of the target language. Dynamic Assessment (DA) has offered a new insight to the field of assessment through integrating instruction and assessment. In this study we are going to check do students' way of thinking and type of personality is important on their writing? This study was an attempt to investigate the effect of DA on Iranian introverted/extroverted EFL learners’ argumentative essay writing. To this end, 100 advance EFL learners in Tehran province, Iran were selected as the participants and divided into two groups (extroverted and introverted). To this grouping Eysenck personality inventory test was used. Then, the researcher applied the treatment to both
The degree of agreement between the scores of raters is the interrater reliability of that instrument. Instruments of this nature include semistructured interviews, observational coding systems, behavior checklists, or performance tests.
It has been many years since I have taken a writing class in a college setting. Before English 43, I would’ve described my writing skills as novice, but I feel that this class has given me the tools to successfully advance and excel in English 49. Given the fact that I have gained the tools, experience, and confidence in my writing through English 43, I am without a doubt primed for the English 49 curriculum.
A checklist is an instrument that helps practitioners in English Language Teaching (ELT) evaluate language teaching materials, like textbooks. It allows a more sophisticated evaluation of the textbook in reference to a set of generalizable evaluative criteria. These checklists may be quantitative or qualitative. Quantitative scales have the merit of allowing an objective evaluation of a given textbook through Likert style rating scales (e.g., Skierso, 1991). Qualitative checklists, on the other hand, often use open-ended questions to elicit subjective information on the quality of course books (e.g., Richards, 2001). While qualitative checklists are capable of an in-depth evaluation of textbooks, quantitative checklists are more reliable instruments and are more convenient to work with, especially when team evaluations are involved. Evaluative
By involving referees, a researcher candidate can get a clear understanding about the items used as well as the validity of such items to the content of the research conducted. In this study, the researcher sent his questionnaire to some PhDs holders in the field of applied linguistics and English language teaching (ELT) to get highly valid and reliable data. At the first step, the researcher discussed the questionnaire items with some PhD candidates in the field of ELT. Then, after that discussion, the researcher sent the questionnaire items to Dr. Paul John Kurf, Ph.D., Academic Specialist, Michigan State University, UAS. Dr. Paul sent back the questionnaire with some comments and suggestions, which the research took into account and modifying the draft of the questionnaire. The researcher then sent the questionnaire to Dr. Reza Mobashshernia who holds PhD in Applied Linguistics and is employed by English Department, at Islamic Azad University, in Chaloos, IRAN). He is one of the Iranian PhD experts in the field of Applied linguistics. Dr. Mobashshernia was asked to check the content validity of the items as they related to the research questions. The researcher 's items designs got a high score of validity from Dr. Mobashshernia, that is, a score of 96%. The data related to that score is included in the appendix. The researcher also sent the
Another thing that I learned through this experience is how difficult it can be to code the tone of paragraphs as positive, negative, or neutral. This is a completely subjective task, and it is easy to see how there could be some disagreement in assigning scores between different coders. What one person sees as being a negative paragraph in tone, another person may read the same thing and see it as being neutral. I spent quite a bit of time contemplating how to code each paragraph. Since the accuracy of the results depend on coding the paragraphs with consistency between coders, I used my best judgement and tried to think about how others would code each paragraph as well.