The extent to which writing assessment training (WAT) impacts writing scores has been widely explored in L2 testing contexts. However, little is known of the benefits of WAT to classroom assessment of writing. This paper analyzes the impact of two WAT sessions on the classroom assessment of writing of eleven EFL Mexican university teachers. Twenty-two interview transcripts suggested an impact in three main areas: classroom teaching of writing, classroom assessment of writing, and teacher self-awareness. The category of teacher self-awareness displayed the most impact. The paper proposes a categorization of impact on writing assessment.
The assessment of English as a Foreign Language (EFL) writing is a complex activity that is subject to human judgment, which makes it difficult to achieve a fair, accurate and reliable assessment of student writing (Pearson, 2004: 117;Hamp-Lyons, 2003). This study reports on the variability that exists between the analytical grades that 11 Mexican EFL university teachers awarded to five writing samples. It describes the raters' views on writing assessment and their use of analytical scoring rubrics. Data obtained from the grades awarded to each paper, and a background questionnaire, suggested that great variability was found between grades, and raters differed in their levels of leniency and severity, suggesting that having similar backgrounds and using the same rubric are not enough to ensure rater reliability. Participants' perceptions were found to be similar in terms of the use of analytical rubrics.Palabras: EFL writing, EFL writing assessment, Rater reliability, Analytical scoring rubric. ResumenLa evaluación de la escritura en inglés como lengua extranjera (EFL) es un proceso que depende del juicio humano, por lo que es difícil de obtener evaluaciones justas, acertadas y confiables (Pearson, 2004, p. 117;Hamp-Lyons, 2003). Este estudio reporta la variabilidad existente entre las calificaciones analíticas que 11 docentes Mexicanos universitarios de EFL proporcionaron a cinco trabajos escritos. Describe las percepciones de los participantes en torno a la evaluación de la escritura y el uso de las rúbricas de evaluación. Los datos obtenidos de las calificaciones de cada trabajo y de un cuestionario escrito revelaron que existe gran variedad entre las calificaciones proporcionadas y que los evaluadores difieren en sus niveles de exigencia, sugiriendo así que antecedentes homogéneos y el uso de una misma rúbrica 1 The authors presented preliminary results of this study at the 2014 TESL Canada Conference at the University of Regina, Saskatchewan, Canada, May 8-10, 2014 Assessing EFL university students' writing: a study of score reliability Palabras clave: Inglés como lengua extranjera, Evaluación de la escritura, Confiabilidad, Rúbrica de evaluación.
Esperamos que este livro provoque reflexões sobre a educação linguística na infância e que as vozes de todos(as) envolvidos(as) nesta obra estejam presentes na luta para que todas as crianças tenham seu direito garantido, ou seja, que tenham acesso à educação em línguas adicionais no contexto público e que os órgãos competentes se movam na construção de políticas públicas voltadas ao ensino de línguas adicionais com crianças e à formação docente para atuação nesse cenário. Assim como no V Encontro de Professores de Inglês para Crianças e no IV Seminário de Avaliação de Línguas Estrangeiras para Crianças, defendemos a importância de traçarmos coletiva mente caminhos possíveis para a educação linguística na infância.
This article reports the findings of a qualitative study exploring in-service EFL teachers' perceptions of the learner support resources provided to them while they were taking a teacher research distance course. Findings indicate that students valued videoconferencing technology because it facilitated interacting with adviser, peers and instructor to get academic assistance, a different perspective on their work, enthusiasm, and feedback, as well as opportunities to confront ideas and to share feelings. The course management system was perceived as highly beneficial to their learning because of the amount and variety of support resources, and the multidimensional learning it promoted. Results may help language teacher educators interested in enhancing the quality of research courses, Web-based course developers involved in providing learner support, and researchers engaged in teacher research and distance education.Keywords: Teacher education; distance learning; foreign languages; higher education; teaching ResumenEste artículo presenta los resultados de un estudio cualitativo que explora las percepciones de un grupo de docentes de inglés en servicio, sobre los recursos de apoyo en un curso de investigación a distancia. Los hallazgos indican que los estudiantes valoraron la tecnología de videoconferencia debido a que 1692-5777. no. 9, (JuLy-dEcEmbEr) 2014 No. 9 (July -December 2014) 158 ésta les permitió interactuar con el asesor, los compañeros, e instructor para obtener apoyo académico, conocer una perspectiva distinta sobre su trabajo, recibir retroalimentación, motivación, así como una oportunidad para debatir ideas y compartir sentimientos. Los docentes consideraron la plataforma de administración del curso sumamente beneficiosa para su aprendizaje debido a la cantidad y variedad de recursos de apoyo y el aprendizaje multidimensional que ésta fomentó. Los resultados pueden ser de utilidad para los formadores de profesores de inglés que deseen mejorar la calidad de sus cursos de investigación, los diseñadores de cursos en línea que quieran implementar apoyos para el aprendizaje, y para los investigadores interesados en desarrollar docentes investigadores y educación a distancia.Palabras clave: Formación de profesores, educación a distancia, lenguas extranjeras, educación superior, enseñanza ResumoEste artigo apresenta os resultados de um estudo qualitativo que explora as percepções de um grupo de docentes de inglês em serviço, sobre os recursos de apoio em um curso de pesquisa a distância. As descobertas indicam que os estudantes valoraram a tecnologia de videoconferência pelo que a mesma lhes permitiu interagir com o assessor, os colegas e o instrutor, para obter apoio acadêmico, conhecer uma perspectiva diferente sobre o seu trabalho, receber retroalimentação e motivação, bem como uma oportunidade para debater ideias e compartilhar sentimentos. Os docentes consideraram a plataforma de administração do curso sumamente favorável para a sua aprendizagem, devido à quantidade e variedade de recursos ...
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