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Student Self-Assessment of High-Stakes Tests: An Exploratory Study in an English for Liberal Arts Program
https://doi.org/10.34577/00002621
https://doi.org/10.34577/00002621580c3ae5-0c21-486d-9814-408e66f63cf9
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
Student Self-Assessment of High-Stakes Tests: An Exploratory Study in an English for Liberal Arts Program (40.1 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2012-03-31 | |||||
| タイトル | ||||||
| タイトル | Student Self-Assessment of High-Stakes Tests: An Exploratory Study in an English for Liberal Arts Program | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.34577/00002621 | |||||
| ID登録タイプ | JaLC | |||||
| 著者 |
Hoskins, Chris
× Hoskins, Chris× Hale, Chris Carl× Engler, Steve× Sick, James |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The authors report on research they conducted in which Japanese college students shared responsibility for self-assessing their own written work on two high stakes tests. In this experiment, students served as a second raters on tests that are normally blind rated by two instructors. After engaging in an orientation and norming session identical to that which rating instructors do, students assessed their own tests using the same rubric that instructors use. Following the institutional policy requiring that blind raters must be within two points in their assessment of a piece of writing, students were also required to be within the same range of the first rating instructor in order to satisfy inter-rater reliability, otherwise the test, as is the standard procedure, went to a third rater (in this case, another instructor). While the results showed that students’ tended to rate themselves too high, the level of discrepancy between teacher and student ratings was not so extreme as to preclude exploring self-assessment further. In addition, the students generally perceived self- assessment as a positive experience. It is hoped that the lessons learned through this pilot study can lead to the successful establishment of self-assessment for future writing tests. |
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| 書誌情報 |
語学研究 en : ICU Language Research Bulletin 巻 27, p. 1-6, 発行日 2013 |
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| 出版者 | ||||||
| 出版者 | International Christian University the Division of Languages | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 0913-3615 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA11036468 | |||||
