scholarly journals The CEFR Rating Scale Functioning: An Empirical Study on Self- and Peer Assessments

2017 ◽  
Vol 9 (4-2) ◽  
Author(s):  
Mardiana Idris ◽  
Abdul Halim Abdul Raof
Keyword(s):  
Rating Scales ◽  
Rating Scale ◽  
Peer Assessment ◽  
Oral Proficiency ◽  
Self Assessment ◽  
Video Clips ◽  
The Common ◽  
The Many ◽  
Esl Learners ◽  
Rating Distribution

One of the criticisms on the Common European Framework of Reference (CEFR) rating scales pertains to the lack of reference to the performance of learners in the construction process of the scales. Therefore, this study attempted to delve into rating scale functioning by English as a Second Language (ESL) learners during self-assessment and peer assessment of their oral proficiency practice. Two objectives guided the study: 1) to gauge the overall rating scale functioning and 2) to measure each criterion scaling structure. Three self- and peer assessments’ cycles were conducted in three months. In each cycle, eleven learners recorded their own speech, uploaded their video clips to a private YouTube channel and assessed their own videos as well as selected peers based on five CEFR oral assessment criteria with six levels of ratings (A1-C2). Findings revealed that four of the CEFR levels were utilised (B1-C2). Categories A1 and A2 (basic user level) however, were not observed during the practice. Analysis from the Many-Facet Rasch Measurement (MFRM) indicated that utilised categories seemed to function usefully since each category observed was advancing by more than 1.4 logits. Category B2 dominated four criteria of ratings awarded while B1 dominated the rating distribution for fluency. The implications of this study will be discussed in relation to rating scale development, specifically on matching learners’ proficiency to the psychometrically developed rating criteria as well as illustrating assessment as learning approach in the ESL classroom where learners become the key assessors for their own performance. 

Assessing pragmatic competence in oral proficiency interviews at the C1 level with the new CEFR descriptors

2020 ◽  
Vol 16 (1) ◽  
pp. 87-121
Author(s):  
Bárbara Eizaga-Rebollar ◽  
Cristina Heras-Ramírez
Keyword(s):  
Rating Scales ◽  
Rating Scale ◽  
Oral Proficiency ◽  
Pragmatic Competence ◽  
Task Characteristics ◽  
The Common ◽  
Task Descriptions ◽  
Oral Proficiency Interviews ◽  
Task Types ◽  
And Task

AbstractThe study of pragmatic competence has gained increasing importance within second language assessment over the last three decades. However, its study in L2 language testing is still scarce. The aim of this paper is to research the extent to which pragmatic competence as defined by the Common European Framework of Reference for Languages (CEFR) has been accommodated in the task descriptions and rating scales of two of the most popular Oral Proficiency Interviews (OPIs) at a C1 level: Cambridge’s Certificate in Advanced English (CAE) and Trinity’s Integrated Skills in English (ISE) III. To carry out this research, OPI tests are first defined, highlighting their differences from L2 pragmatic tests. After pragmatic competence in the CEFR is examined, focusing on the updates in the new descriptors, CAE and ISE III formats, structure and task characteristics are compared, showing that, while the formats and some characteristics are found to differ, the structures and task types are comparable. Finally, we systematically analyse CEFR pragmatic competence in the task skills and rating scale descriptors of both OPIs. The findings show that the task descriptions incorporate mostly aspects of discourse and design competence. Additionally, we find that each OPI is seen to prioritise different aspects of pragmatic competence within their rating scale, with CAE focusing mostly on discourse competence and fluency, and ISE III on functional competence. Our study shows that the tests fail to fully accommodate all aspects of pragmatic competence in the task skills and rating scales, although the aspects they do incorporate follow the CEFR descriptors on pragmatic competence. It also reveals a mismatch between the task competences being tested and the rating scale. To conclude, some research lines are proposed.

Rater variation in pragmatic assessment: The impact of the linguistic background on peer-assessment and self-assessment

2020 ◽  
Vol 16 (1) ◽  
pp. 67-85
Author(s):  
Sunni L. Sonnenburg-Winkler ◽  
Zohreh R. Eslami ◽  
Ali Derakhshan
Keyword(s):  
English Language Learners ◽  
Speech Acts ◽  
English Language ◽  
Rating Scale ◽  
Peer Assessment ◽  
Self Assessment ◽  
Native Languages ◽  
Social Rules ◽  
Language Background ◽  
The Impact

AbstractThe present study investigates variability among raters from different linguistic backgrounds, who evaluated the pragmatic performance of English language learners with varying native languages (L1s) by using both self- and peer-assessments. To this end, written discourse completion task (WDCT) samples of requesting speech acts from 10 participants were collected. Thereafter, the participants were asked to assess their peers’ WDCTs before assessing their own samples using the same rating scale. The raters were further asked to provide an explanation for their rating decisions. Findings indicate that there may indeed be a link between a rater’s language background and their scoring patterns, although the results regarding peer- and self-assessment are mixed. There are both similarities and differences in the participants’ use of pragmatic norms and social rules in evaluating appropriateness.

A Corpus-Based Study of Peer Comments and Self-Reflections

2020 ◽  
pp. 1465-1491
Author(s):  
Dora Wong
Keyword(s):  
Peer Review ◽  
Keyword Search ◽  
Peer Assessment ◽  
Online News ◽  
Self Assessment ◽  
Writing Project ◽  
Peer Reviewing ◽  
Grammatical Accuracy ◽  
News Writing ◽  
Esl Learners

Engaging students in peer reviewing in the writing classroom has been widely practiced as a way of assessment for learning. In-depth research is needed however to investigate how students specifically use peer comments in their editing process. Using a corpus-based approach, this article investigates the acquisition of journalistic writing skills by 112 undergraduates in Hong Kong. The learner corpora comprise student comments and self-reflections from an online news writing project. While grammatical accuracy remains to be a concern for effectiveness of the peer review practice, the findings reflect sound understanding of structure, layout and style of the online news genre among the participants. Although the students commented more on contents and organization of news writing, findings from keyword search and co-text in the concordances demonstrate awareness of main features of the online news genre. The findings further clarified judgement and choices made by the ESL learners during the drafting and editing processes. The study suggests how peer assessment and self-assessment can be effectively practiced through a cycle of reviewing peer writing, receiving peer comments and self-reflecting on their own drafts. It also indicates how peer review may help acquisition of style and lexico-grammar which can be demanding for many ESL learners.

scholarly journals PENTINGNYA RUBRIK PENILAIAN DALAM PENGUKURAN KEJUJURAN PESERTA DIDIK

2021 ◽  
Vol 19 (1) ◽  
pp. 161
Author(s):  
Suwarno Suwarno ◽  
Candra Aeni
Keyword(s):  
High School ◽  
Rating Scale ◽  
Assessment Tool ◽  
Peer Assessment ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Social Attitude ◽  
Expected Performance ◽  
Competency Based

<p><strong>Abstrak</strong></p><p>Pengembangan Kurikulum 2013 berbasis kompetensi diharapkan dapat meningkatkan kualitas peserta didik. Penilaian bertujuan untuk menilai perilaku peserta didik di dalam maupun di luar pembelajaran. Tujuan penulisan artikel untuk menguraikan pentingnya rubrik penilaian dalam pengukuran kejujuran peserta didik di SMA. Apabila efektivitas pengajaran kejujuran dapat dilakukan, maka akan menjadi landasan yang kuat untuk bangsa. Kejujuran merupakan salah satu sikap sosial. Penilaian kejujuran dapat dilakukan menggunakan observasi, penilaian diri, penilaian teman sejawat, serta jurnal. Instrumen yang digunakan pada jurnal berupa catatan pendidik. Sedangkan untuk observasi, penilaian diri, dan penilaian antarpeserta didik menggunakan instrumen berupa daftar cek atau skala penilaian yang disertai rubrik. Rubrik adalah alat penilaian yang memiliki deskripsi kinerja yang diharapkan setiap kriteria untuk mencapai nilai tertentu. Rubrik bisa analitik, holistik maupun keduanya yang dikombinasikan. Rubrik bermanfaat bagi peserta didik dan juga pendidik.</p><p> </p><p><strong><em>Abstract</em></strong></p><p><em>Competency-based 2013 curriculum development hopes to improve the quality of students, The assessment aims to assess the behavior of students inside and outside of learning. The purpose of this article was to describe the importance of assessment rubrics in measuring the honesty of students in high school. If the effectiveness of teaching honesty can be carried out, it will create a strong foundation for the nation. Honesty is a social attitude. Assessment of honesty can be done using observation, self-assessment, peer assessment, and journals. The instrument used in the journal was in the form of educator notes. As for observation, self-assessment, and assessment among students using instruments in the form of a checklist or rating scale accompanied by a rubric. A rubric is an assessment tool that has a description of the expected performance of each criterion to achieve a certain value. Rubrics can be analytical, holistic, or both. A rubric is useful for students and educators.</em></p>

A Corpus-Based Study of Peer Comments and Self-Reflections

2018 ◽  
Vol 8 (4) ◽  
pp. 65-90
Author(s):  
Dora Wong
Keyword(s):  
Peer Review ◽  
Keyword Search ◽  
Peer Assessment ◽  
Online News ◽  
Self Assessment ◽  
Writing Project ◽  
Peer Reviewing ◽  
Grammatical Accuracy ◽  
News Writing ◽  
Esl Learners

Engaging students in peer reviewing in the writing classroom has been widely practiced as a way of assessment for learning. In-depth research is needed however to investigate how students specifically use peer comments in their editing process. Using a corpus-based approach, this article investigates the acquisition of journalistic writing skills by 112 undergraduates in Hong Kong. The learner corpora comprise student comments and self-reflections from an online news writing project. While grammatical accuracy remains to be a concern for effectiveness of the peer review practice, the findings reflect sound understanding of structure, layout and style of the online news genre among the participants. Although the students commented more on contents and organization of news writing, findings from keyword search and co-text in the concordances demonstrate awareness of main features of the online news genre. The findings further clarified judgement and choices made by the ESL learners during the drafting and editing processes. The study suggests how peer assessment and self-assessment can be effectively practiced through a cycle of reviewing peer writing, receiving peer comments and self-reflecting on their own drafts. It also indicates how peer review may help acquisition of style and lexico-grammar which can be demanding for many ESL learners.

scholarly journals Defining anxious depression: a review of the literature

CNS Spectrums ◽  
2013 ◽  
Vol 18 (5) ◽  
pp. 252-260 ◽  
Author(s):  
Dawn F. Ionescu ◽  
Mark J. Niciu ◽  
Ioline D. Henter ◽  
Carlos A. Zarate
Keyword(s):  
Clinical Picture ◽  
Rating Scales ◽  
Rating Scale ◽  
International Classification Of Diseases ◽  
Anxious Depression ◽  
Diagnostic And Statistical Manual ◽  
Classification Of Diseases ◽  
Clinically Significant ◽  
The Many

The diagnosis of anxious depression is presently inconsistent. The many different definitions of anxious depression have complicated its diagnosis, leading to clinical confusion and inconsistencies in the literature. This article reviewed the extant literature in order to identify the varying definitions of anxious depression, which were then compared using Feighner's diagnostic criteria. Notably, these suggest a different clinical picture of patients with anxious depression. For instance, relying on The International Classification of Diseases (ICD) or Diagnostic and Statistical Manual of Mental Disorders (DSM) diagnoses yields a clinical picture of a comparatively mild or transient disorder; in contrast, using dimensional criteria such as DSM criteria combined with additional rating scales—most commonly the anxiety somatization factor score from the Hamilton Depression Rating Scale (HAM-D)—yields a more serious clinical picture. The evidence reviewed here suggests that defining anxious depression in a dimensional manner may be the most useful and clinically relevant way of differentiating it from other types of mood and anxiety disorders, and of highlighting the most clinically significant differences between patients with anxious depression versus depression or anxiety alone.

AAC Collaboration Using the Self-Anchored Rating Scales (SARS): An Aphasia Case Study

2012 ◽  
Vol 21 (4) ◽  
pp. 136-143
Author(s):  
Lynn E. Fox
Keyword(s):  
Augmentative And Alternative Communication ◽  
Rating Scales ◽  
Rating Scale ◽  
Therapeutic Process ◽  
Family Counseling ◽  
The Self ◽  
Alternative Communication ◽  
Her Family ◽  
Solution Focused

Abstract The self-anchored rating scale (SARS) is a technique that augments collaboration between Augmentative and Alternative Communication (AAC) interventionists, their clients, and their clients' support networks. SARS is a technique used in Solution-Focused Brief Therapy, a branch of systemic family counseling. It has been applied to treating speech and language disorders across the life span, and recent case studies show it has promise for promoting adoption and long-term use of high and low tech AAC. I will describe 2 key principles of solution-focused therapy and present 7 steps in the SARS process that illustrate how clinicians can use the SARS to involve a person with aphasia and his or her family in all aspects of the therapeutic process. I will use a case study to illustrate the SARS process and present outcomes for one individual living with aphasia.

Childbirth and Posttraumatic Stress Responses

2006 ◽  
Vol 22 (4) ◽  
pp. 259-267 ◽  
Author(s):  
Eelco Olde ◽  
Rolf J. Kleber ◽  
Onno van der Hart ◽  
Victor J.M. Pop
Keyword(s):  
Posttraumatic Stress Disorder ◽  
Posttraumatic Stress ◽  
Stress Responses ◽  
Rating Scales ◽  
Rating Scale ◽  
Stress Disorder ◽  
Traumatic Experience ◽  
Event Scale ◽  
Self Rating ◽  
The Impact

Childbirth has been identified as a possible traumatic experience, leading to traumatic stress responses and even to the development of posttraumatic stress disorder (PTSD). The current study investigated the psychometric properties of the Dutch version of the Impact of Event Scale-Revised (IES-R) in a group of women who recently gave birth (N = 435). In addition, a comparison was made between the original IES and the IES-R. The scale showed high internal consistency (α = 0.88). Using confirmatory factor analysis no support was found for a three-factor structure of an intrusion, an avoidance, and a hyperarousal factor. Goodness of fit was only reasonable, even after fitting one intrusion item on the hyperarousal scale. The IES-R correlated significantly with scores on depression and anxiety self-rating scales, as well as with scores on a self-rating scale of posttraumatic stress disorder. Although the IES-R can be used for studying posttraumatic stress reactions in women who recently gave birth, the original IES proved to be a better instrument compared to the IES-R. It is concluded that adding the hyperarousal scale to the IES-R did not make the scale stronger.

Capturing the Four-Phase Team Adaptation Process With Behaviorally Anchored Rating Scales (BARS)

2020 ◽  
Vol 36 (2) ◽  
pp. 336-347
Author(s):  
Eleni Georganta ◽  
Felix C. Brodbeck
Keyword(s):  
Rating Scales ◽  
Empirical Support ◽  
Team Development ◽  
Adaptation Process ◽  
Adaptation Studies ◽  
Team Processes ◽  
Team Adaptation ◽  
The Common ◽  
Acceptable Reliability ◽  
Adaptation Phase

Abstract. As a response to the lack of quantitative and reliable measures of the team adaptation process, the aim of the present study was to develop and validate an instrument for assessing the four phases of the team adaptation process as described by Rosen and colleagues (2011) . Two trained raters and two subject matter expert groups contributed to the development of four behaviorally anchored rating scales (BARS) that span across the spectrum of team processes involved in each team adaptation phase. To validate the four BARS, two different trained raters assessed independently the team adaptation phases of 66 four-person teams. The validation study provided empirical support for the BARS’ psychometric adequacy. The BARS measures overcame the common middle anchor problem, showed sensitivity in differentiating between teams and between the four phases, showed evidence for acceptable reliability, construct, and criterion validity, and supported the theoretical team adaptation process assumptions. The study contributes to research and praxis by enabling the direct assessment of the overall team adaptation process, thereby facilitating our understanding of this complex phenomenon. This allows the identification of behavioral strengths and weaknesses for targeted team development and comprehensive team adaptation studies.

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