Developing the Rubric for Evaluating Problem Posing (REPP)

Katrancı, Yasemin; Şengül, Sare

doi:10.15345/iojes.2016.01.002

Cited by 16 publications

(14 citation statements)

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“…Researchers used the "Rubric for Evaluating Problem Posing (REPP)", which was developed by Kaba and Sengul (2016), to evaluate the data obtained from PPF and they conducted their evaluations separately. Pearson's coefficient of correlation between the evaluation results of the two experts was found to be ".88".…”

Section: Discussionmentioning

confidence: 99%

The relationships between middle school students’ problem posing achievements and math problem solving attitudes: Fractions

Kaba

2017

PROSOC

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In this study, it is aimed to investigate the relationships between middle school students' problem posing achievements and math problem solving attitudes about fractions topic. In addition to this, middle school students' problem posing achievements and math problem solving attitudes were examined in terms of gender and grade levels. For this purpose, the relational screening model was used in this study. The study group is consisted of 92 students who are studying in different grades in this middle school. "Problem Posing Form-PPF" and "Mathematics Problem Solving Attitude Scale-MPSAS" was used as data collection tools. It was determined that there was a positive and significant correlation at a moderate level between students' problem posing achievements and math problem solving attitudes. It was found that there was significant differences students' problem posing achievements according to gender and grade levels. There was no significant differences students' math problem solving attitudes according to gender and grade levels.

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Section: Discussionmentioning

confidence: 99%

The relationships between middle school students’ problem posing achievements and math problem solving attitudes: Fractions

Kaba

2017

PROSOC

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“…Jonsson and Svingby (2007) mention that it is additionally the stability of scoring amongst learners, assignments, and various raters which is expanded. Moreover, utilizing analytical scoring boost the reliability of assessment (Dogan & Uluman, 2017;Kaba & Sengül, 2016). Eventually, Finson, Ormsbee, and Jensen (2011, p. 181) claim that "[a]nalytic rubrics bolster a progressively objective and reliable evaluation of learner work".…”

Section: Analytic Scoringmentioning

confidence: 99%

The Assessment of Oral Proficiency through Holistic and Analytic Techniques of Scoring: A Comparative Study

Namaziandost¹,

Ahmadi²

2019

ALR Journal

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It is an acutely hard and intricate matter to assess the skill of speaking. Holistic and analytic scoring are usually utilized as two methods of testing the speaking performance. In the current study, these two methods of evaluating the spoken proficiency were examined in depth. English speaking skills of a total of 70 subjects, who were Iranian third-grade university EFL learners, were assessed by an interlocutor and an assessor. The interlocutor carried out the holistic scoring while the assessor conducted the analytic scoring. Categories within the analytic scoring comprised of content and organization, pronunciation, vocabulary, and grammar. The analytic average for the four criteria was 3.396, while the holistic scoring mean was 3.628. The findings revealed that there existed a statistically significant difference between the holistic and analytic methods of assessment as the p-value was calculated at 0.002 (p < 0.05). It is, thus, suggested that applying both techniques of scoring in the assessment process might be regarded suitable as they seem to supplement each other, and together help towards more comprehensive assessment.

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“…Jonsson and Svingby (2007) note that it is also the consistency of scoring across students, assignments, and different raters which is increased. Furthermore, employing analytical scoring enhances the reliability of assessment (Dogan & Uluman, 2017;Kaba & Sengül, 2016). Finally, Finson, Ormsbee & Jensen (2011, p. 181) maintain that "[a]nalytic rubrics support a more objective and consistent assessment of student work".…”

Section: Analytic Scoringmentioning

confidence: 99%

Comparing Holistic and Analytic Ways of Scoring in the Assessment of Speaking Skills

Metruk¹

2018

ESPEAP

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of testing oral performance are usually applied: holistic and analytic scoring. In the present study, these two ways of evaluating the spoken proficiency are explored in order to examine the relationship between them. English speaking skills of a total of 50 subjects, who are Slovak university EFL (English as a foreign language) students, were assessed by an interlocutor and an assessor. The interlocutor conducted the holistic scoring, while the assessor performed the analytic scoring. Categories within the analytic scoring consisted of content and organisation, pronunciation, vocabulary, and grammar. The overall average for the four criteria was 3.32, while the holistic scoring mean was 3.56. The results demonstrate that there exists a statistically significant difference between the holistic and analytic ways of assessment as the p-value was calculated at 0.001 (p < 0.05). It is, therefore, suggested that employing both ways of scoring in the assessment process might be considered appropriate as they appear to complement each other, and together contribute towards more objective assessment.

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Developing the Rubric for Evaluating Problem Posing (REPP)

Cited by 16 publications

References 0 publications

The relationships between middle school students’ problem posing achievements and math problem solving attitudes: Fractions

The relationships between middle school students’ problem posing achievements and math problem solving attitudes: Fractions

The Assessment of Oral Proficiency through Holistic and Analytic Techniques of Scoring: A Comparative Study

Comparing Holistic and Analytic Ways of Scoring in the Assessment of Speaking Skills

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