ESL teachers’ concurrent verbal protocol in the use of three scoring methods for classroom-based assessment of direct writing in Malaysian secondary schools
Forty-five ESL teachers assessed three types of direct writing: essay writing, summary writing and guided writing, which were written by Malaysian secondary school ESL students. The ESL teachers used three scoring methods: holistic scoring method, analytic scoring method and primary trait scoring me...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
2014
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| Online Access: | http://repo.uum.edu.my/22117/1/IRSS%202%2010%202014%20405%20421.pdf http://repo.uum.edu.my/22117/ http://irss.academyirmbr.com/archives2.php?vol=2&ver=10&yea=2014 |
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| Institution: | Universiti Utara Malaysia |
| Language: | English |
| Summary: | Forty-five ESL teachers assessed three types of direct writing: essay writing, summary writing and guided writing, which were written by Malaysian secondary school ESL students. The ESL teachers used three scoring methods: holistic scoring method, analytic scoring method and primary trait scoring method to assess the students’ writing. The ESL teachers’ verbal responses about the scoring methods that they used to assess their students’ writing were recorded and analyzed.The teachers’ verbal responses revealed the strengths and weaknesses of each scoring method. The verbal responses also showed that the three scoring methods were suitable for classroom-based assessment of the three types of direct writing. |
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