Just Ask Teachers: Building expertise, trusting subjectivity, and valuing difference in writing assessment

Osborne, Jeff; Walker, Paul

doi:10.1016/j.asw.2014.06.002

Cited by 3 publications

(2 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Meanwhile, this study gives a thorough insight into how argumentative writing is understood by the teachers in Flanders. As researchers such as Osborne and Walker (2014) and Shay (2005) argue, the meaning of text quality is highly context-based, and in order to claim valid assessment, the locality is central.…”

Section: Discussionmentioning

confidence: 99%

When teachers compare argumentative texts: Decisions informed by multiple complex aspects of text quality

Lesterhuis¹,

Daal²,

Gasse³

et al. 2018

L1 Educational Studies in Language and Literature

View full text Add to dashboard Cite

Insight into aspects that guide teachers' decisions when assessing student text quality is crucial to an understanding of the validity of text scores. Such research has been lacking in the context of comparative methods which are, however, increasingly being used for text assessment purposes. This study reports on the aspects of argumentative texts that guide Flemish teachers' decisions when using the comparative judgement method. In using this method, teachers indicate which text of a pair is of higher quality. 27 teachers explained 23 comparative judgements in a decision statement, when comparing randomly selected texts written by 135 students in their fifth year of general secondary education. This resulted in 596 statements referring to 2054 segments of aspects of text quality. Firstly, an inductive analysis revealed that teachers consider a wide range of aspects with regard to text quality when making comparison decisions. Secondly, the deductive aggregation of these aspects showed that most decisions are informed by the organisation and argumentation of the texts. Lastly, almost all statements reported complex aspects of text quality, whereas half of the decision statements also showed a reflection on the rule-applying aspects of text quality. We conclude that comparative judgement encourages teachers to make decisions on complex and multiple aspects of text quality. Further research should elaborate on whether the aspects that informed teachers' decisions are related to the text they choose, and whether teachers differ in the aspects to which they refer.

show abstract

Section: Discussionmentioning

confidence: 99%

When teachers compare argumentative texts: Decisions informed by multiple complex aspects of text quality

Lesterhuis¹,

Daal²,

Gasse³

et al. 2018

L1 Educational Studies in Language and Literature

View full text Add to dashboard Cite

show abstract

“…In more detailed scoring criteria, teaching experience may not be necessary for raters' selection criteria because it can be relatively easy to be assigned by non-teachers (Royal-Dawson & Baird, 2009). Both experienced, and novice raters may not use a rating rubric consistently, but experienced raters' quality is better than the novice when they are required to score their student's writing accurately (Osborne & Walker, 2014). Teachers can maintain its rating quality over time, depending on rating volume and demand.…”

Section: Discussionmentioning

confidence: 99%

The Anonymous Teachers’ Factors of Assessing Paragraph Writing

Rahayu

2020

JEASP

View full text Add to dashboard Cite

<p> </p><p>Scoring writing is very subjective and mainly relies on a lot on teachers as raters. They play a significant role to meticulously carry out writing evaluations to adjudicate the linguistic and rhetorical features of their students' written responses. Based on the previous studies, the teachers’ factors of knowledge of basic writing assessment, efficacy in selecting assessment method, efficacy in scoring accuracy, and perception in practicing writing assessment can contribute a lot to the quality in teachers’ writing assessment. The 56 junior high school English teachers having at least five years of teaching experience, was invited to fill out the questionnaire and scoring paragraph writing. The results were examined with Multiple Linear Regression analysis. Amongst these factors, only the efficacy in scoring writing accuracy predicts the teachers’ scoring paragraph writing.</p>

show abstract

A Study on Prototypes of the Teacher-as-Reader in Writing Assessment

Sae-young¹

2017

urimalgeulthekoreanlanguageandliterature

View full text Add to dashboard Cite

Just Ask Teachers: Building expertise, trusting subjectivity, and valuing difference in writing assessment

Cited by 3 publications

References 33 publications

When teachers compare argumentative texts: Decisions informed by multiple complex aspects of text quality

When teachers compare argumentative texts: Decisions informed by multiple complex aspects of text quality

The Anonymous Teachers’ Factors of Assessing Paragraph Writing

A Study on Prototypes of the Teacher-as-Reader in Writing Assessment

Contact Info

Product

Resources

About