Rating EFL written performance

Detalles Bibliográficos
Otros Autores:	Bukta, Katalin, author (author), Borowska, Anna, editor (editor), Becker, Carl, editor
Formato:	Libro electrónico
Idioma:	Inglés
Publicado:	London, England : Versita, Versita Limited 2013.
Edición:	1st ed
Colección:	Versita discipline. Language, literature.
Materias:	English language > Study and teaching > Foreign speakers.
Ver en Biblioteca Universitat Ramon Llull:	https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009746177106719

Tabla de Contenidos:

Intro
Introduction
Overview of the Book
PART I
An Overview of the Literature on L2 Writing and Assessment
Chapter 1
Writing Ability and L2 Writing Instruction
Introduction
1.1 The Writing Skill in L1 and L2
1.1.1 Theoretical Models of Written Text Production
1.1.2 Theoretical Frameworks of Communicative Competence
1.2 Writing Ability in L1
1.3 Writing Ability in L2
1.3.1 The Relationship Between L1 and L2 Writing Ability
1.3.2 Skilled and Unskilled L2 Writers
1.4 L2 Writing Instruction
1.4.1 Controlled Composition Approach to Writing
1.4.2 Process-Oriented Approach to Writing
1.4.3 The Role of Writing in Communicative Language Teaching
1.5 Conclusion
Chapter 2
Assessing Language Ability
Introduction
2.1 Assessing Language Ability
2.1.1 History of Language Testing
2.1.2 Recent Developments in Language Testing Research
2.2 L2 Ability Assessment
2.2.1 Language Ability and Language Performance
2.2.2 Characteristics of Performance Assessment
2.3 Test Features
2.3.1 Test Purpose
2.3.2 Testing Methods
2.4 Qualities of Language Tests
2.4.1 Reliability
2.4.2 Validity
2.4.3 Authenticity
2.4.4 Impact
2.4.5 Washback
2.4.6 Practicality
2.5 Test Method Characteristics
2.6 Assessing the Four Language Skills
2.7 Scoring Methods
2.7.1 Characteristics of Rating Scales
2.7.2 Rater Variables
2.7.3 Score Interpretation
2.8 Test-Taker Characteristics
2.9 Language Test Construction
2.10 Conclusion
Chapter 3
Assessing Writing Ability
Introduction
3.1 Written Performance Assessment
3.2 Alternative Ways of Writing Ability Assessment
3.3 Nature of Written Performance Assessment
3.3.1 Validity of Writing Assessment
3.3.2 Task Characteristics
3.3.3 Definition of Audience
3.3.4 Test Taker Characteristics.
3.4 Conclusion
Chapter 4
Rating Written Performance
Introduction
4.1 Scoring Procedures
4.2 Rater Variables
4.3 Rating as a Problem-Solving Activity
4.4 Frameworks of Scoring Processes
4.4.1 Milanovic, Saville and Shuhong's Framework of the Scoring Process
4.4.2 Wolfe's Framework of the Scoring Process
4.4.3 Lumley's Framework of the Scoring Process
4.4.4 Cumming, Kantor and Powers' Framework of the Scoring Process
4.5 Rater Stability
4.6 Rater Training
4.7 Conclusion
Chapter 5
Verbal Protocol Analysis as a Research Method in Written Performance Assessment
Introduction
5.1 Research in L2 Acquisition Studies
5.2 Introspective Reports as Data Collection
5.3 Categorisation of Verbal Protocols
5.4 Concurrent Think-Aloud Protocols in Written Performance Assessment
5.5 Verbal Protocol Analysis Procedure
5.5.1 Data Preparation and Collection Procedures
5.5.2 Verbal Report Procedure Preparation
5.5.3 Data Transcription
5.5.4 Segmenting the Protocols for Coding
5.5.5 Developing a Coding Scheme
5.5.6 Analysis of the Coded Data
5.6 Advantages and Limitations of Verbal Protocol Analysis as Research Methodology
5.7 Conclusion
PART II
Investigating Raters' Decision-Making Processes and Awarded Scores in Rating Hungarian Efl Learners' Compositions
Chapter 6
A Pilot Study: Tracing Raters' Decision-Making Processes
Introduction
6.1 Background to the Pilot Study on Assessment of Written Performance
6.2 Research Questions
6.3 Research Design
6.3.1 Participants: the Raters
6.3.2 Procedures for Data Collection
6.3.3 Test of Written Performance: the Task
6.3.4 The Assessment Scale
6.3.5 The Coding Scheme
6.4 Results and Discussion
6.4.1 Distribution of Comments During Rating
6.4.2 Comments on Rating Technicalities.
6.4.3 General Comments on the Scripts
6.4.4 The Way Raters Arrived at a Score
6.4.5 Assessment of the Communicative Goal
6.4.6 Assessment of Vocabulary
6.4.7 Assessment of accuracy and spelling
6.4.8 Assessment of the Text Organisation
6.5 The Rating Process
6.6 Conclusion
Chapter 7
The Main Study: Processes and Outcomes in Rating L2 English Written Performance in a Pre-Service Tefl Course
Introduction
7.1 Background to Main Study
7.2 Design of the Study
7.3 Research Questions
7.4 Participants
7.5 Data Collection Instruments
7.5.1 The Scripts
7.5.2 The Rating Scale
7.5.3 The Rating Task Assignment Package
7.6 Data Collection Procedures
7.6.1 Script Characteristics
7.6.2 Script Selection
7.6.3 Training Raters
7.6.4 The Rating Task
7.7 Processing Verbal Data
7.7.1 Transcript Segmentation
7.7.2 Coding Scheme Production
7.8 Rater Characteristics: Grouping Raters
7.9 Summary
Chapter 8
Features of Raters' Rating Patterns
Introduction
8.1 Raters' Gender Distribution
8.2 Language of the Verbal Protocols
8.3 Sequencing the Scripts for Rating
8.4 Length of Verbal Protocols
8.5 Raters' Rating Sequences
8.6 Raters' Rating Patterns
8.7 Conclusion
Chapter 9
Raters' Rating Focus
Introduction
9.1 Raters' Rating Foci
9.1.1 Management Focus: Management Strategies
9.1.2 Rating Focus: Rating Strategies
9.1.3 Reading Focus: Reading Strategies
9.1.4 Raters' Own Focus: Other Comments
9.2 Conclusion
Chapter 10
Raters' Focus on the Four Rating Criteria
Introduction
10.1 Raters' Focus on the Four Rating Criteria
10.2 Raters' Focus When Rating Task Achievement
10.3 Raters' Focus When Rating Vocabulary
10.4 Raters' Focus When Rating Grammar
10.5 Raters' Focus When Rating Organisation
10.6 Conclusion
Chapter 11.
Raters' Script Interpretation on the Weakest and Top Script
Introduction
11.1 Rating Script N2: Benchmarks and Total Scores
11.1.1 Comments on Script N2 in the Pre-Scoring Stage
11.1.2 Rating Task Achievement of Script N2
11.1.3 Rating Vocabulary of Script N2
1.1.4 Rating Grammar of Script N2
11.1.5 Rating Organisation of Script N2
11.2 Ratings of Script N6: Benchmarks and Total Scores
11.2.1 Comments on Script N6 in the Pre-Scoring Stage
11.2.2 Rating Task Achievement of Script N6
11.2.4 Rating Grammar of Script N6
11.2.5 Rating Organisation of Script N6
11.3 Conclusion
Chapter 12
Raters' Perception of the Rating Task and Thinking Aloud
Introduction
12.1 The Feedback Sheet
12.1.1 Raters' Feedback on the Language-Testing Course
12.1.2 Raters' Feedback on Training for Rating Written Performance
12.1.3 Raters' Feedback on the Rating Task
12.2 Conclusion
General Conclusions
Introduction
Background to Written Performance Assessment
Features of Rating Processes
Raters' Rating Foci
Interpretation of the Rating Criteria
Raters' Script Interpretation
Raters' Perceptions of the Rating Task
Placing Empirical Findings on the Rating Processes into Theoretical Frameworks
Verbal Protocol Analysis as Data Collection Method
Implications of the Findings
Limitations of the Study
Further Research
References
Appendices
Appendix 6.1 The letter writing task in the pilot study
Appendix 6.2 The rating scale in the pilot study
Appendix 6.3 The coding scheme for the pilot study
Appendix 6.4 Number of utterances made during the rating process in the pilot study
Appendix 6.5 A sample from EngR1 transcript in the pilot study (translated from Hungarian)
Appendix 7.1 The writing task in the main study
Appendix 7.2 The rating scale in the main study.
Appendix 7.3 The letter to the students in the main study
Appendix 7.4 The ten scripts in the main study
Appendix 7.5 The score sheet in the main study
Appendix 7.6 The feedback sheet in the main study
Appendix 7.7 The course description for the elective seminar course in Testing in ELT
Appendix 7.8 A sample verbal protocol transcript in the main study
Appendix 7.9 The coding scheme in the main study
Appendix 7.10 A sample of a coded protocol in the main study
Appendix 7.11 Competent raters' total scores and rankings of the ten scripts in parentheses in the main study
Appendix 7.12 Proficient raters' total scores and rankings in parentheses in the main study
Index.

Rating EFL written performance

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