Redefining Assessment in Contemporary Classrooms: Shifting Practices and Policies

Philpott, David

doi:10.1007/978-3-319-23398-7_6

Cited by 2 publications

(1 citation statement)

References 28 publications

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“…In a language education setting, teachers perform multiple roles in the writing assessment process (Chung & Nam, 2018;Vogt & Tsagari, 2014). In the past decade, educational institutions worldwide have been moving away from the so-called objective testing as the major form of assessment and adopting more complex tasks that are more context-specific and more target-oriented (Philpott, 2016). Thus, institutions must consider how fairness and equity may be conceptualized in different forms of assessment (Morgan & Watson, 2002).…”

Section: Inconsistency In Cross-gradingmentioning

confidence: 99%

The Practice of Cross-Grading in Assessing Writing: The Case of EFL Teachers and Students in a Saudi Arabian Context

Alshakhi¹

2021

IJEL

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This qualitatively based research study utilized a combination of multiple methods, which aimed at investigating the efficacy and reliability of employing cross-grading when assessing English as a Foreign Language (EFL) tertiary level learners’ writing. It further explored the perceptions of the EFL teachers and learners regarding the cross-grading practices to provide a clearer understanding of this relatively unexplored line of research enquiry. It was set to answer the following research question: In what ways does cross-grading practice contribute to assessing EFL writing? The participants of this study were conveniently selected where the sample included four language instructors from different ethnic and cultural backgrounds, as well as four Saudi EFL learners. Semi-structured interviews were individually conducted with all eight participants. In addition, four one-on-one feedback sessions between language instructors and learners were observed to assess feedback effectiveness after the cross-grading sessions. The data analysis revealed that instructors had difficulty explaining the feedback on their learners’ papers since they did not grade their students’ papers themselves. Furthermore, students felt they did not benefit from the feedback sessions because they could not fully understand the external grader’s markings and, thus inhibiting the learner’s ability to improve and develop their writing. The study concluded with some pedagogical implications for the EFL writing assessment context.

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Section: Inconsistency In Cross-gradingmentioning

confidence: 99%

The Practice of Cross-Grading in Assessing Writing: The Case of EFL Teachers and Students in a Saudi Arabian Context

Alshakhi¹

2021

IJEL

View full text Add to dashboard Cite

show abstract

Relationships between pre-service teachers’ conceptions of assessment, approaches to instruction, and assessment: an achievement goal theory perspective

Daniels

Poth

2017

Educational Psychology

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Redefining Assessment in Contemporary Classrooms: Shifting Practices and Policies

Cited by 2 publications

References 28 publications

The Practice of Cross-Grading in Assessing Writing: The Case of EFL Teachers and Students in a Saudi Arabian Context

The Practice of Cross-Grading in Assessing Writing: The Case of EFL Teachers and Students in a Saudi Arabian Context

Relationships between pre-service teachers’ conceptions of assessment, approaches to instruction, and assessment: an achievement goal theory perspective

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