A Review of Theories and Research Into Second Language Writing Assessment Criteria

Duong, Thu

doi:10.25073/2525-2445/vnufs.4371

Cited by 2 publications

(1 citation statement)

References 42 publications

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“…Although the teachers faced some challenges when designing assessment criteria for speaking skills, they made their best effort to adjust the criteria with their teaching contexts. This finding supports what Mai (2019) have found that clear and transparent assessment criteria have a significant impact not only on students learning, but also on teachers' testing quality.…”

Section: Skillssupporting

confidence: 90%

Exploring Language Assessment Literacy of Efl Teachers in the Context of Indonesian Higher Education

Suherman¹

2022

ERJEE

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The present study aims at examining EFL teachers’ perceptions of Language Assessment Literacy (hereafter LAL) in the context of Indonesian higher education. To this aim, purposive sampling technique was employed to select sixteen EFL university teachers to participate in an online questionnaire and semi-structured interviews. The finding showed that the participants had applied six types of LAL in their teaching practices with formative assessment methods and test validity and reliability being the two most applied (more than 80%) by the participants. Following this, between 75% and 80% participants had applied two other types of LAL, linguistics competence and test results. The last two types of LAL, digital literacy and grading criteria, were applied by less than 70% participants. Another finding from qualitative data revealed that the majority of participants (over 70%) ranked their level of LAL knowledge and skills as low. Despite some limitations, the present study provides some implications including the necessity for the EFL teachers to be equipped with relevant knowledge and skills to make the way for quality assessment. It is therefore university authorities should organize professional development programs with the purpose to help teachers improve their assessment literacy. In addition, all educational parties should collaborate to consistently conduct literacy assessment projects throughout teachers’ professional career. Some suggestions for future research in the field of language assessment are also presented.

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Section: Skillssupporting

confidence: 90%

Exploring Language Assessment Literacy of Efl Teachers in the Context of Indonesian Higher Education

Suherman¹

2022

ERJEE

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Development of a Writing Rating Scale for Culture- and Context-Specific Educational Setting in Ukraine

Kvasova¹,

Kavytska²,

Osidak³

et al. 2022

ald

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In the Ukrainian university context, the assessment of writing in language programs has traditionally been performed by the individual teacher, with no institutionally mandated scales or criteria to rely on. The use of rating scales from external proficiency tests cannot meet the requirement of total alignment with the curricula taught in context-specific settings. This is obvious in terms of frequent mismatches of course objectives and test construct as well as task types employed on the external and local tests. To address he tissue, this paper reports on efforts to introduce a rating scale for collective use by teachers across a department teaching English to students majoring in Linguistics. Although teacher raters can be trained to employ external rating scales consistently, we believe that it is both more valuable in terms of professional development and more likely to result in acceptance of the scales if they engage in scale development. The evidence we collected suggests that the collaborative approach adopted in this study can offer a sustainable template for improving the poor standards of tests and examinations in our country (and elsewhere), which often result from a lack of testing and assessment expertise among those who prepare assessment materials.

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A Review of Theories and Research Into Second Language Writing Assessment Criteria

Cited by 2 publications

References 42 publications

Exploring Language Assessment Literacy of Efl Teachers in the Context of Indonesian Higher Education

Exploring Language Assessment Literacy of Efl Teachers in the Context of Indonesian Higher Education

Development of a Writing Rating Scale for Culture- and Context-Specific Educational Setting in Ukraine

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