Problem Statement: There have been many attempts to research the effective assessment of writing ability, and many proposals for how this might be done. In this sense, rater reliability plays a crucial role for making vital decisions about testees in different turning points of both educational and professional life. Intra-rater and inter-rater reliability of essay assessments made by using different assessing tools should also be discussed with the assessment processes. Purpose of Study:The purpose of the study is to reveal possible variation or consistency in grading essay writing ability of EFL writers by the same/different raters using general impression marking (GIM), essay criteria checklist (ECC), and essay assessment scale (ESAS), and discuss rater reliability.Methods: Quantitative and qualitative data were used to present the discussion and implications for the reliability of ratings and the consistency of the measurement results. The assessing tools were applied to 44 EFL university students and 10 graders assessed the essay writing ability of the students by using GIM, ECC, and ESAS in different occasions. Findings and Results:The findings and results of the analyses indicated that using general impression marking is evidently not reliable for assessing essays. The coefficients obtained from checklist and scale assessments, considering the correlation coefficients, estimated variance components, and generalizability coefficients present valuable information, clearly show that there is always variation among the results.
Teachers' ability to reflect on their performances or reflective teaching has been commonly used and accepted in the educational contexts. However, it has not become a content item or a course in educational curricula so far. For this reason, reflective abilities of teachers or preservice teachers cannot be measured, and there is limited feedback on their reflective performances in the teaching and learning process. The purpose of this study is to provide evidence of reflection and reflective skills of preservice teachers of English (PTE) along with experienced teachers of English (ETE) by measuring the use of reflection in different settings such as classroom settings, colleagues and management settings. Reflection-oriented reactions of ETE and PTE to possible complexities or problematic situations were scored by using Teacher Reflection Scale to reveal if they are reflective practitioners or not. The data were collected from 298 volunteer PTE and 293 ETE. Statistical analyses give evidence that ETE participants reflect more than PTE participants. Among PTE, participants mostly reflect in classroom and colleagues' settings, but not in management settings. Besides, ETE participants also reflect in classroom settings, but not in collegial setting. They prefer to reflect within management setting. Compared to PTE, there is evidence that more ETE in teaching and learning environments reflect on their practices.
Measuring and understanding academics' attitudes towards adapting the use of tablets into teaching seem necessary because there is a need for control of attitudes before making decisions on tablet use in teaching. The purpose of this study was to develop a standard attitude scale towards tablet use in teaching. Research Methods: Five judges contributed in developing items for tablet use in higher education after a review of the related literature. 152 volunteer faculty members of higher education around the world participated in the study.
Integration of tablets in teaching English as a Second or Foreign language has been popular in recent years. However, there is limited evidence to prove the effect of tablet use on the acquisition of specific language skills. This paper aims to investigate the impact of tablet use on students' mastery of grammar skills. In order to answer the research questions, an experimental pretest-posttest with a control group design was employed at a private university in Turkey. The pre-test scores of both groups were compared with their post-test scores, and the post-test scores of the groups were also analyzed to look into a possible significant difference. The results indicate that there is no significant difference between the grammar achievement scores of the students in both groups. The findings were also cross-checked by using the views of the instructor and students of the experimental group on tablet use in the classroom. The instructor emphasized the influence of tablet use in learner autonomy, digital distraction, and network connection. Students mainly indicated that tablets can be supplementary, but they should not replace basic course materials such as textbooks and workbooks. The study can help raise awareness of curriculum designers and decision-makers generally about the effect of tablet use in the language classroom.
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