Giuding in Language Assessment: a Literature Review
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Date
2017-05-28
Authors
Sun, Youyi
Keyword
Language Assessment , Giuding
Abstract
This 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.