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dc.contributor.authorSun, Youyi
dc.date.accessioned2017-04-28T19:55:38Z
dc.date.available2017-04-28T19:55:38Z
dc.date.issued2017-05-28
dc.identifier.urihttp://hdl.handle.net/1974/15760
dc.descriptionGIUDING IN LANGUAGE ASSESSMENT: A LITERATURE REVIEWen_US
dc.description.abstractThis paper reviews empirical studies in the field of language assessment on grading or scoring. Most of the reviewed studies have attempted to examine systematic effects on scoring of variables associated with teachers/raters for the purpose of score consistency and reliability. Following the measurement paradigm, these studies have generally taken a positivist approach and used primarily quantitative methodology. More recently, researchers have begun to pay increasing attention to teachers' grading practices in different contexts to explore the validity of classroombased assessment. This line of research interprets grading or scoring as a professional decision-making process, focusing on understanding teacher-raters ' grading or scoring practices in relation to broader educational, social and cultural contexts. Studies in this line of research have followed an interpretivism paradigm and employed primarily qualitative research methodology. This paper analyzes these two themes of research on grading/scoring in relation to two trends in language assessment: language performance assessment and assessment for learning, and discusses their significant implications for future research.en_US
dc.language.isoenen_US
dc.relation.ispartofseriesGraduate Student SYMPOSIUM;5
dc.subjectLANGUAGE ASSESSMENTen_US
dc.subjectGIUDINGen_US
dc.titleGIUDING IN LANGUAGE ASSESSMENT: A LITERATURE REVIEWen_US
dc.typeOtheren_US


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