ESL teachers’ concurrent verbal protocol in the use of three scoring methods for classroom-based assessment of direct writing in Malaysian secondary schools

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: Othman, Normah
Format: Article
Language:English
Published: 2014
Subjects:
LB1603 Secondary Education. High schools
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
id my.uum.repo.22117
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spelling my.uum.repo.221172017-06-04T03:00:45Z http://repo.uum.edu.my/22117/ ESL teachers’ concurrent verbal protocol in the use of three scoring methods for classroom-based assessment of direct writing in Malaysian secondary schools Othman, Normah LB1603 Secondary Education. High 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 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. 2014-10 Article PeerReviewed application/pdf en http://repo.uum.edu.my/22117/1/IRSS%202%2010%202014%20405%20421.pdf Othman, Normah (2014) ESL teachers’ concurrent verbal protocol in the use of three scoring methods for classroom-based assessment of direct writing in Malaysian secondary schools. International Review of Social Sciences and Humanities, 2 (10). pp. 405-421. ISSN 2248-9010 http://irss.academyirmbr.com/archives2.php?vol=2&ver=10&yea=2014
institution Universiti Utara Malaysia
building UUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Utara Malaysia
content_source UUM Institutionali Repository
url_provider http://repo.uum.edu.my/
language English
topic LB1603 Secondary Education. High schools
spellingShingle LB1603 Secondary Education. High schools
Othman, Normah
ESL teachers’ concurrent verbal protocol in the use of three scoring methods for classroom-based assessment of direct writing in Malaysian secondary schools
description 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.
format Article
author Othman, Normah
author_facet Othman, Normah
author_sort Othman, Normah
title ESL teachers’ concurrent verbal protocol in the use of three scoring methods for classroom-based assessment of direct writing in Malaysian secondary schools
title_short ESL teachers’ concurrent verbal protocol in the use of three scoring methods for classroom-based assessment of direct writing in Malaysian secondary schools
title_full ESL teachers’ concurrent verbal protocol in the use of three scoring methods for classroom-based assessment of direct writing in Malaysian secondary schools
title_fullStr ESL teachers’ concurrent verbal protocol in the use of three scoring methods for classroom-based assessment of direct writing in Malaysian secondary schools
title_full_unstemmed ESL teachers’ concurrent verbal protocol in the use of three scoring methods for classroom-based assessment of direct writing in Malaysian secondary schools
title_sort esl teachers’ concurrent verbal protocol in the use of three scoring methods for classroom-based assessment of direct writing in malaysian secondary schools
publishDate 2014
url 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
_version_ 1644283429568643072

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