Cover Image

Gauging ESL learners CEFR ratings on oral proficiency in rater training

Rater training is fundamental in reducing rater variability in self- and peer assessments practice within the paradigm of assessment as learning (AaL). Since Malaysian education system is examination-oriented in which assessment of learning (summative) and assessment for learning (formative) dominat...

Full description

Saved in:
Bibliographic Details
Main Authors: Idris, Mardiana, Zakaria, Mohamad Hassan
Format: Article
Published: Serials Publications 2016
Subjects:
LB Theory and practice of education
Online Access:http://eprints.utm.my/id/eprint/74108/
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84973558680&partnerID=40&md5=4874fb5b4c59cb04c345691698880067
Tags: Add Tag
No Tags, Be the first to tag this record!
id my.utm.74108
record_format eprints
spelling my.utm.741082017-11-28T05:01:12Z http://eprints.utm.my/id/eprint/74108/ Gauging ESL learners CEFR ratings on oral proficiency in rater training Idris, Mardiana Zakaria, Mohamad Hassan LB Theory and practice of education Rater training is fundamental in reducing rater variability in self- and peer assessments practice within the paradigm of assessment as learning (AaL). Since Malaysian education system is examination-oriented in which assessment of learning (summative) and assessment for learning (formative) dominate, ESL learners are rarely asked to rate themselves or their peers as the system is still sceptical in entrusting learners with the role of assessors. Learners are normally perceived as unable to (1) assess accurately, (2) assess consistently and (3) discriminate oral proficiency components in their performance. Therefore, this study attempts to gauge learners' rating skills on these three assumptions through the use of Common European Framework of Reference (CEFR) oral assessment criteria. Quantitative analysis was conducted using the Rasch model while a short semi-structured interview was used to support the quantitative results obtained. Findings from this study suggest that ESL learners were generally able to rate accurately and consistently after rater training. The rater training had also somewhat sensitized these learners to CEFR oral proficiency components but they were still grappling in confidently rating range and accuracy. Based on these findings, it indicates that ESL learners' are ready for AaL paradigm shift and this will possibly launch a platform for self- and peer assessments practice in ESL classrooms. Such assessments will promote active learning and effective learner-centred classroom. Serials Publications 2016 Article PeerReviewed Idris, Mardiana and Zakaria, Mohamad Hassan (2016) Gauging ESL learners CEFR ratings on oral proficiency in rater training. Man in India, 96 (6). pp. 1675-1682. ISSN 0025-1569 https://www.scopus.com/inward/record.uri?eid=2-s2.0-84973558680&partnerID=40&md5=4874fb5b4c59cb04c345691698880067
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Idris, Mardiana
Zakaria, Mohamad Hassan
Gauging ESL learners CEFR ratings on oral proficiency in rater training
description Rater training is fundamental in reducing rater variability in self- and peer assessments practice within the paradigm of assessment as learning (AaL). Since Malaysian education system is examination-oriented in which assessment of learning (summative) and assessment for learning (formative) dominate, ESL learners are rarely asked to rate themselves or their peers as the system is still sceptical in entrusting learners with the role of assessors. Learners are normally perceived as unable to (1) assess accurately, (2) assess consistently and (3) discriminate oral proficiency components in their performance. Therefore, this study attempts to gauge learners' rating skills on these three assumptions through the use of Common European Framework of Reference (CEFR) oral assessment criteria. Quantitative analysis was conducted using the Rasch model while a short semi-structured interview was used to support the quantitative results obtained. Findings from this study suggest that ESL learners were generally able to rate accurately and consistently after rater training. The rater training had also somewhat sensitized these learners to CEFR oral proficiency components but they were still grappling in confidently rating range and accuracy. Based on these findings, it indicates that ESL learners' are ready for AaL paradigm shift and this will possibly launch a platform for self- and peer assessments practice in ESL classrooms. Such assessments will promote active learning and effective learner-centred classroom.
format Article
author Idris, Mardiana
Zakaria, Mohamad Hassan
author_facet Idris, Mardiana
Zakaria, Mohamad Hassan
author_sort Idris, Mardiana
title Gauging ESL learners CEFR ratings on oral proficiency in rater training
title_short Gauging ESL learners CEFR ratings on oral proficiency in rater training
title_full Gauging ESL learners CEFR ratings on oral proficiency in rater training
title_fullStr Gauging ESL learners CEFR ratings on oral proficiency in rater training
title_full_unstemmed Gauging ESL learners CEFR ratings on oral proficiency in rater training
title_sort gauging esl learners cefr ratings on oral proficiency in rater training
publisher Serials Publications
publishDate 2016
url http://eprints.utm.my/id/eprint/74108/
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84973558680&partnerID=40&md5=4874fb5b4c59cb04c345691698880067
_version_ 1643656807575453696
score 13.211869

Similar Items