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초록
영어
This study compares how English faculty members at the same college in an EFL setting rate their students’ essays. Despite the diversity of their rating behaviors, some special features of EFL composition assessment emerged. First, language use attracted a very high proportion of comments (47%). Second, content was rarely commented on. Third, half of the statements on rhetorical organization were positive, whereas comments on other major components of a composition were largely negative. Last, the teacher-raters showed acceptable agreement of ratings without being given any rater training. Some pedagogical implications applied to the teaching of EFL composition are suggested.
목차
ABSTRACT
INTRODUCTION
RESEARCH QUESTIONS
RESEARCH METHODOLOGY
Teacher-Raters and Program
Writing Samples Assessed
RESULTS
Characteristics of EFL Writing Assessment Performed in a Classroom Setting
Rating Behaviors of Individual Teacher-raters
Summary of rating behaviors of Teacher-Raters
Inter-rater Reliability
DISCUSSION
IMPLICATIONS FOR THE TEACHING OF COMPOSITION IN AN EFL SETTING
THE AUTHOR
REFERENCES
APPENDIX
INTRODUCTION
RESEARCH QUESTIONS
RESEARCH METHODOLOGY
Teacher-Raters and Program
Writing Samples Assessed
RESULTS
Characteristics of EFL Writing Assessment Performed in a Classroom Setting
Rating Behaviors of Individual Teacher-raters
Summary of rating behaviors of Teacher-Raters
Inter-rater Reliability
DISCUSSION
IMPLICATIONS FOR THE TEACHING OF COMPOSITION IN AN EFL SETTING
THE AUTHOR
REFERENCES
APPENDIX
저자정보
참고문헌
자료제공 : 네이버학술정보