Development of a test taker-oriented rubric: Exploring its usefulness for test preparation and writing development

Baker, Beverly; Homayounzadeh, Maryam; Arias, Angel

doi:10.1016/j.jslw.2020.100771

Cited by 7 publications

(10 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Prior to the first peer assessment session, a printed version of the rubrics was distributed to the participants followed by a training session, during which the instructor explained the rubric descriptors and its use in peer assessment. Taking into consideration the suggestions from related literature (Baker et al, 2020;Langan, 2014;Luo et al, 2015), a peer assessment report (Appendix 1) was developed for students to complete the peer review tasks. The participants were supposed to first give scores to the four rubric components and then provide qualitative judgment and comment.…”

Section: Writing Tasksmentioning

confidence: 99%

Unveiling learning regulations through reflective notes

2023

Language Education & Assessment

View full text Add to dashboard Cite

While self-regulated learning (SRL) has been studied in various disciplines, insufficient attention has been paid to how formative assessment/assessment for learning (AfL) promotes students’ SRL in learning English as foreign language (EFL) context. The present study attempted to address the gap. Forty four non-English majors in the second year of an undergraduate program at a Chinese university participated in the research. They completed 5 writing tasks, performed peer assessment, and wrote reflections to record their perceptions of the experience. Scoring rubrics was developed based on China’s Standards of English Language Abilities (CSE) for the participants to use in peer assessment and complete a peer assessment report for essay revision. Analysis of the reflections suggests that CSE rubrics referenced peer assessment involved extensive SRL processes of planning, monitoring, regulating, reflecting, and resource management, which were closely related to three contextual artifacts: rubric, peer assessment report, and essay script. These are important factors in support of the participants’ SRL engagement from a social cognitive perspective. Implications are discussed with reference to language teaching and learning with a view to developing EFL learners’ SRL capacity

show abstract

Section: Writing Tasksmentioning

confidence: 99%

Unveiling learning regulations through reflective notes

2023

Language Education & Assessment

View full text Add to dashboard Cite

show abstract

“…More concerning would be if aspects of test preparation pedagogy that have been found to benefit students are overlooked due to instructor cognition. For example, directly teaching students about test format (Mickan & Motteram, 2008) or rubrics (Baker, 2020) may have proved useful for the students on these courses, but instructors did not include them. This supports the earlier suggestion that professional development for test preparation teachers is highly important (Shahrzad et al, 2021).…”

Section: The Role Of Teacher Cognition In the Test Preparation Processmentioning

confidence: 99%

“…The test itself is a key element, and washback derived from its design is an essential subdivision of test impact (Saville & Khalifa, 2016;Tsagari, 2007). One example may involve instructing students on the purpose of the test preparation activities, highlighting links between scoring, rubrics and writing development (Baker, 2020). Involving learners in the process of writing acquisition from an early stage may help them realize the importance of learning language skills for subsequent academic use.…”

Section: Test Preparation As An Introduction To Academic Writing Skillsmentioning

confidence: 99%

Test preparation pedagogy for international study: Relating teacher cognition, instructional models and academic writing skills

Clark

2022

Language Teaching Research

View full text Add to dashboard Cite

There now exists an established body of work outlining the challenges international students can face as part of the acculturation process, including a range of academic and non-academic pressures to overcome. For many students, writing essays in academic English for the first time is problematic. This article considers pedagogical approaches for IELTS writing test preparation prior to university admission, and the potential for introducing academic writing skills at an earlier stage of students’ learning. Noting implications of test constructs, we investigate pedagogical support for candidates preparing for the writing section of IELTS. Conducted at a test preparation centre in China, observational data from courses across three proficiency levels provided the basis for inquiry, alongside interviews with teachers ( n = 2), students ( n = 20), and collating homework essays ( n = 50). Results indicate that teacher cognition highly influenced pedagogical practice for writing test preparation at the centre involved. It was also evident that (despite variations) overall test preparation objectives were broadly similar. Additionally, higher proficiency learners appeared to be more receptive to – and capable of – learning about early-stage academic writing skills. We suggest a series of tentative recommendations for instructors and areas for future research, including looking at other major university entrance tests, newer ‘digital first’ tests, and the implications of online test preparation.

show abstract

“…The previous studies on learning-oriented assessment (LOA) have shown the positive results students' improvement in various English skills and perceptions on learning (Baker et al,2020;Kim and Kim, 2017;Ma, 2021;Navaie, 2018;Yang 2020). Also, the study by Viengsang and Wasanasomsithi (2022) revealed that LOA had a positive effect on reading skills.…”

Section: Statement Of Hypothesismentioning

confidence: 96%

“…However, it was stated that how individuals took feedback to revise their work affected their improvement. Baker et al (2020) studied two dimensions of LOA which were assessment tasks as learning tasks and involving university students in assessment on writing skills. For the first dimension, students were assigned the roles as graders to evaluate sample writing pieces.…”

Section: Learning-oriented Assessment Studiesmentioning

confidence: 99%

The implementation of learning-oriented reading assessment to enhance secondary school students English reading ability

Chongsomboon

View full text Add to dashboard Cite

This study investigated Grade 10 students' English reading ability and perception after the implementation of learning-oriented reading assessment (LORA). The participants were 67 students studying in Grade 10. 32 Students were in an experimental group and 35 students were assigned as the control group. The study was in a period of 11 weeks which the experimental group received LORA intervention. Whereas the controlled group participated in general reading lessons. The quantitative data was collected through reading test (pretest and posttest) through the pre-implementation and post-implementation of LORA. The posttest scores of both groups were compared using Mann-Whitney U-test. Moreover, the pretest and posttest scores of the experimental group were compared using the Wilcoxon Signed Ranks Test. The qualitative data was collected from selected participants from the experimental group through the questionnaire and the semi-structured interview. They were aimed to observe students' perception toward task, test, teacher's observation, feedback, and redesign aspects in LORA. The result from the questionnaire was interpreted using the means and standard deviations, and the result from semi-structured interview was transcribed and reported through thematic analysis. The findings revealed that there was a statistically significant difference between students' English reading ability pretest and posttest scores in the experimental group (z = -2.24, p = .025). However, there was no statistically significant difference between posttest score of the experimental group and posttest score of the controlled group (z = -0.30, p = .76). Students' perception for each aspect of LORA from questionnaire had a mean score between 4.03-4.16 which was interpreted that students agree that LORA helped improved their reading ability. The qualitative data gained from the semi-structured interview provided more insights and details on students' perception. Based on the findings, reading ability improvement through LORA should be encouraged, as it involves processes that allows students to engage in the assessment and tracks their learning that benefits their reading ability.

show abstract

Development of a test taker-oriented rubric: Exploring its usefulness for test preparation and writing development

Cited by 7 publications

References 22 publications

Unveiling learning regulations through reflective notes

Unveiling learning regulations through reflective notes

Test preparation pedagogy for international study: Relating teacher cognition, instructional models and academic writing skills

The implementation of learning-oriented reading assessment to enhance secondary school students English reading ability

Contact Info

Product

Resources

About

Development of a test taker-oriented rubric: Exploring its usefulness for test preparation and writing development

Cited by 7 publications

References 22 publications

Unveiling learning regulations through reflective notes

Unveiling learning regulations through reflective notes

Test preparation pedagogy for international study: Relating teacher cognition, instructional models and academic writing skills

The implementation of learning-oriented reading assessment to enhance secondary school students English reading ability

Contact Info

Product

Resources

About

The implementation of learning-oriented reading assessment to enhance secondary school students English reading ability