Mapping language teachers’ conceptions of student assessment procedures in relation to grading: A two-stage empirical inquiry

Oscarson, Mats; Apelgren, Britt Marie

doi:10.1016/j.system.2011.01.014

Cited by 25 publications

(20 citation statements)

References 7 publications

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“…2;2013 Recent research has emphasized the importance of including student participation in assessment (Shohamy, 2001;Lynch, 2003), suggesting that students can benefit from feedback on their performance, by allowing them to monitor and improve their language ability. Oscarson and Apelgren (2011) found, moreover, that when feedback was given, learning was genuinely enhanced. Nunn (2000, p. 171) states that the most important thing is that a conclusion drawn from a rating scale should be able to help candidates understand their strengths and weaknesses.…”

Section: Interpretation Of Scores and Feedback To Studentsmentioning

confidence: 94%

“…However, Taylor (2009) argues that decisions teachers made while scoring may be influenced by socio-cultural sensitivities and subject to prejudices, and this can threaten the validity, reliability, and the social impact of the tests. Oscarson and Apelgren (2011), a study on Swedish secondary school language teachers' conceptions of student assessment and their grading process, discovered that teachers frequently experienced difficulties in the grading of their students. Specifically, they found that 'there is a conceptual conflict between the assessment, testing and grading being carried out by the teachers in their classroom' where there is no criterial guideline for assessment (ibid, p. 14).…”

Section: Interpretation Of Scores and Feedback To Studentsmentioning

confidence: 99%

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Teacher Interpretation of Test Scores and Feedback to Students in EFL Classrooms: A Comparison of Two Rating Methods

Chou¹

2013

HES

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Rating scales have been used as a major assessment instrument to measure language performance on oral tasks. The present research concerned, under the same rating criteria, how far teachers interpreted students' speaking scores by using two different types of rating method, and how far students could benefit from the feedback of the description of the two rating methods. Fifteen English teachers and 300 college students in Taiwan participated in the study. Under the same rating criteria, the two types of rating method, one with the level descriptors and the other with a checklist, were used by the teachers to assess an English speaking test. It was discovered that the rating method had a noticeable impact on how teachers judged students' performance and interpreted their scores. The majority of the students considered feedback from the verbally more detailed method more helpful for improving language ability.

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Section: Interpretation Of Scores and Feedback To Studentsmentioning

confidence: 94%

Section: Interpretation Of Scores and Feedback To Studentsmentioning

confidence: 99%

Teacher Interpretation of Test Scores and Feedback to Students in EFL Classrooms: A Comparison of Two Rating Methods

Chou¹

2013

HES

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“…Self-assessment reports are a type of alternative assessment and provide a gateway of formative assessment by which learners get opportunities to reflect on their learning process and assess it (Hargreaves et al 2001), provided the learners are aware of their abilities and progress (Blanche, Merino 1989). Thus, from the information learners provide about themselves, teachers get to understand learners' responses to a course or learning, both cognitively and emotionally, and can use this tool to help learners monitor their own work (Birjandi, Hadidi 2012;Oscarson, Apelgren 2011). The reports also document learner growth (and their perceptions of growth)…”

Section: Introductionmentioning

confidence: 99%

“…Self-assessment may be done through questionnaire--based scores and grades Oscarson, Apelgren 2011) or in the form of formative reports that are usually written (Matsuno 2009), but might be oral as well (Chen 2008;de Saint-Léger 2009). In this study, the focus is on formative written self-assessment reports.…”

Section: Introductionmentioning

confidence: 99%

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Use of exemplification in ESL students’ self-assessment reports: Can they help to argue better?

Mukhopadhyay

2020

Linguistic Frontiers

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AbstractSelf-assessment reports are a type of alternative assessment and provide a gateway of formative assessment by which learners get opportunities to reflect on their learning process and assess it, provided they are aware of their abilities and progress. In this exploratory study, we examine the self-assessment reports of 12 adult ESL learners enrolled in an Indian university programme where they assess the course content and language gains (reading and writing) from the course. Based on a mixed method of analysis, the learners were found to use exemplification to suit their discourse style. A quantitative analysis showed that the learners were using a variety of exemplification techniques like (i) brief examples with (a) phrases and (b) sentences; (ii) extended examples; and (iii) testimonials to support and argue for their assessments. Furthermore, the learners were found to use these different types of exemplification according to the levels of unity or coherence in their reports, which were at three levels – low (16 %), medium (50 %), and high unity (34 %). For instance, the presence of the first two sub-types of exemplification was found to be more frequent across the learners of low and medium unity whereas the last two types were more prevalent in the high text unity group of learners. A one-way goodness of fit chi-square test revealed that the two frequent sub-types were well distributed for the entire group as well as for the learners whose essays achieved low and medium unity while for the learners who achieved high unity the distribution was equal. Furthermore, a qualitative analysis of a few excerpts showed the types and purposes of using exemplification with 23 % overt and 77 % null markers; it was interesting to note that the null markers did not affect the communicative content of the reports as the learners were found to use other syntactic strategies to mark the presence of exemplification like listing of ideas and using wh-question markers preceding the ideas. A few instances of personalized anecdotal experiences showed that learners were using exemplification to substantiate their arguments at a high level. What is implied from this analysis is that such semi-formal self-assessment reports can be used for two purposes: to assess a course and document learner growth and orientation towards learning, and through the assessment task, trigger a linguistic gain such as develop argumentation skills in adult ESL learners.

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Self‐Assessment in the Classroom

Oscarson

2013

The Companion to Language Assessment

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The present didactic sequence aims at designing learning experiences through the creation of bilingual ecosystems, mediated by ecotourism, within the perspective of social work in the context of a rural elementary school in the community of La Honda. In Colombia, language education in rural areas is one of the most underexplored social diversities in the field (Bonilla & Cruz-Arcila, 2013). This situation encouraged implementers to focus their attention on the language education opportunities that the community La Honda deserves to have. The project is designed to be conducted with multigrade students from the elementary school Institución Educativa Combia, branch La Honda. Since the school is based on the model of Escuela Nueva, the methodology will be oriented towards following its principles, permeated by the use of experiential learning. The creation of this project allowed researchers to conclude that the designed learning experiences might generate an improvement in participants' lives, by virtue of the acquisition of language skills, and the appreciation of the cultural and environmental resources that this rural community has.

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Mapping language teachers’ conceptions of student assessment procedures in relation to grading: A two-stage empirical inquiry

Cited by 25 publications

References 7 publications

Teacher Interpretation of Test Scores and Feedback to Students in EFL Classrooms: A Comparison of Two Rating Methods

Teacher Interpretation of Test Scores and Feedback to Students in EFL Classrooms: A Comparison of Two Rating Methods

Use of exemplification in ESL students’ self-assessment reports: Can they help to argue better?

Self‐Assessment in the Classroom

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