TEACHER’S COGNITIVE AND AFFECTIVE VERSUS TEACHERS’ WRITING ASSESSMENT

Endang Mastuti Rahayu, Endah Yulia Rahayu

Abstract


Many English teachers are not confident when they are required to examine their students essay although they have sufficient education and experience in assessing their students’ written works. Therefore, they need to be trained over a short period to rate their students’ writing.  They are also required to improve their knowledge or cognitive in order to literate ESL writing assessment to focus their students on learning to write and to edit their writing. Their affective or attitude to the feedback of writing assessment for writing instruction, the importance of writing assessment, the competence to administer the assessment, time-consuming writing assessment, the confidence of good writing instructor affect their quality in writing assessment. Therefore, in real practice of assessing writing, experienced teachers mostly plan and do their assessment based on what they believe about the assessment. Thus, successful assessing students’ writing does not only constitute the major portion of second language writing teachers’ workloads but also quantifies teachers affective factors. In addition, in administering assessments, teachers as raters need to care their students' and their own affectiveness, so students will value what they learn and teachers will pay attention more to their students’ learning.

 


Keywords


teachers’ cognitive, teachers’ affective, writing assessment

Full Text:

PDF

References


American Federation of Teachers, National Council on Measurement in Education , National Education Association. (1990). Standards for teacher competence in educational assessment of students. Dipetik 12 6, 2017, dari Buros Center for Testing: http://buros.org/standards-teacher-competence-educational-assessment-students

Attali, Y. (2016). A comparison a newly-trained and experienced raters on a standardized writing assessment. Language Testing, 33(1), 99-115.

Bacha, N. (2001). Writing evaluation: what can analytic versus holistic essay scoring tell us? System, 29(3), 371-383.

Barkaoui, K. (2010a). Do ESL essay raters' evaluation criteria change with experience? A mixed-method, cross-sectional study. Tesol Quarterly, 44, 310-357.

Barkaoui, K. (2011). Do ESL essay raters' evaluation criteria change with experience? A mixed-method, cross-sectional study. Tesol Quarterly, 44, 310-357.

Barkaoui, K. (2011). Effects of marking method and rater experience on ESL essay scores and rater performance. Assessment in Education Principles Policy and Practice, 18(3), 279-293.

Basturkmen, H. (2012). Review of research into the correspondence between language teachers' state beliefs and practices. System, 40, 282-295.

Black, P., & Wiliam, D. (2010). Inside the backbox: raising standard through classroom assessment. Phi Delta Kappan, 92, 81-90.

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81-109.

Buczynski, S., & Hansen, B. (2010). Impact of professional development on teacher practice: Uncovering connections. Teaching and Teacher Education, 26(3), 559-607.

Butler, J., & Britt, M. (2011). Investigating Instruction for improving revision of argumentative essays. Written Communication, 28(1), 70-96.

Cheng, L. F. (2017). Assessment in the language classroom. London: Palgrave.

Crusan, D., Plakans, L., & Gebril, A. (2016). Writing assessment literacy: Surveying second language teachers' knowledge, belief, and practice. Assessing Writing, 28, 43-56.

Darling-Hammond, L. (2010). Evaluating Teacher effectiveness: how teacher performance assessments can measure and improve teaching. Washington DC: Center for American Progress.

Du, X. (2009). The affective filter in second language teaching. Asian Social Science, 5(8), 162-165.

Duijm, K., Schoonen, R., & Hulstijn, J. (2017). Professional and non-professional raters' responsiveness to fluency and accuracy in L2 speech: an experimental approach. Language Testing, 1-27. doi:https://doi.org/10.1177/0265532217712553

Eckes, T. (2012). Operational Rater Types in Writing Assessment: Linking Rater Cognition to Rater Behavior. Language Assessment Quarterly, 9, 270-292.

Fritz, E., & Ruegg, R. (2013). Rater sensitivity to lexical accuracy, sophistication and range when assessing writing. Assessing Writing, 18(2), 173-181.

Ghanbari, B., Barati, H., & Moinzadeh, A. (2012). Problematizing rating scales in EFL academic writing assessment: voices from iranian context. English Language Teaching, 5(8), 76-90.

Ghanbari, N., & Barati, H. (2014). Iranian EFL Writing Assessment: The agency of rater or rating scale? Iranian Journal of Language Testing, 4(2), 204-228.

Gonzales, E., Trejo, N., & Roux, R. (2017). Assessing EFL university students' writing: a study of score reliability. Redie (Revista Electronica de Investigacion Educativa), 19(2), 91-103.

Goodwin, S. (2016, October). A many-facet rasch analysis comparing essay rater behavior on an academic English reading/writing test used for tw purpose. Assessing Writing, 30(2), 21-31.

Hall, C., & Sheyholislami, J. (2013). Using appraisal theory to understand rater values: an examination of rater comments on ESL Test Essays. Journal of Writing Assessment, 6(1), 1-17.

Harsch, C., & Martin, G. (2012). Adapting CEF-descriptors for rating purposes: Validation by a combined rater training and scale revision approach. Assessing Writing, 17, 228-250.

Hirvela, A. B. (2007). Writing scholar as teacher educator: exploring writing teacher education. Journal of Second Language Writing, 16(3), 125-128.

In'nami, Y., & Koizumi, R. (2015). Task and rater effects in L2 speaking and writing: A synthesis of generalizability studies. Language testing, 33(3), 341-366.

Jeong, H. (2017). Narrative and expository genre effects on students, raters, and performance criteria. Assessing writing, 31, 113-125.

Jianlin, C. (2017). Factors affecting Chinese raters' rating of high-stakes English exam Essays. Chinese Journal of Applied Linguistics, 40(2). doi:https://doi.org/10.1515/cjal-2017-0013

Joe, J., Harmes, J., & Hickerson, C. (2011). Using verbal report to explore rater perceptual processes in scoring: a mixed method application to oral communication assessent. Assessment in Education: Principles, Policy & Practice, 18, 239-259.

Johnson, D., & Brackle, L. (2012). Linguistic discrimination in writing assessment: How rater react to Arican American "errors", ESL errors, and standard English Errors on a state-mandated writing exam. Assessing Writing, 17(1), 35-54.

Johnson, K. (1999). Understanding language teaching: reasoning in action. Boston: Heinle & Heinle.

Johnson, K. (2009). Second language teacher education: a sociocultural perspective. New York: Routledge.

Kim, S., & Lee, H. (2015). Exploring rater behaviors during a writing assessment discussion. English Teaching, 70(1), 97-121.

Kim, Y., Schatschneider, C., Wanzek, J., Gatlin, B., & S.L., O. (2017). Writing evaluation: rater and task effects on the reliability of writing scores for children in Grades 3 and 4. Reading and Writing, 30(6), 1287-1310.

Krashen, S. D. (1981). Second Language Acquistion and Second Language Learning. Pergamon Press Inc.

Kuiken, F., & Vedder, I. (2014a). Raters' decisions, rating procedures and rating scales. Language Testing, 31(3), 279-284.

Kuiken, F., & Vedder, I. (2016). Functional adequacy in L2 writing: towards a new rating scale. Language Testing, 34(3), 321-336.

Lim, G. (2009). Prompt and rater effect in second language writing performance assessment. Dissertation of Phd. Michigan: University of Michigan.

Lim, G. (2011). The development and maintenance of rating quality in performance writing assessment: A longitudinal study of new and experienced raters. Language Testing, 28(4), 543-560.

Ling, S. (2001). Native- and nonnative-speaking EFL teachers’ evaluation of Chinese students’ English writing. Language Testing, 18(3), 303-325.

Lovorn, M. G., & Rezaei, A. R. (2011). Assessing the assessment: Rubrics training for pre-service and new in-service teachers. Practical Assessment, Reseach & Evaluation, 1-18.

Mitchell, E. (2005). The influace of belief on the teaching practice of high school foreign language teachers. Amherst: University of Massachusetts.

Moss, P. (1994). Can there be validity without reliability? Educational Researcher, 23, 5-12.

Mostofee, S. G. (2016). Examining five behavior conducted by two groups of novice and experienced raters in two rating processes. International Journal of Applied Linguistics & English Literature, 5(4), 199-211.

NG, T., & Felman, D. (2009). How broadly does education contribute to job performance? Personnel psychology, 62, 89-134.

Pajares, M. (1992). Teachers' belief and educational research:cleaning up a messy construct. Review of Education Research, 62(4), 307-331.

Penny, J. J. (2011). The accuracy of performance task scores after resolution of rater disagreement: A Monte Cartlo study. Assessing Writing, 16(4), 221-236.

Royal-Dawson, L., & Baird, J. (2009). Is teaching experience necessary for reliable scoring of extended English question? Educational Measurement: Issue and Practice, 28, 2-8.

Sinprajakpol, S. (2004). Teachers' believe about language learning and teaching: the relationship between believes and practice. Buffalo: University of New York.

Taylor, L. (2010). Developing assessment literacy. Annual Review of Applied Linguistics, 29, 21-36.

Trace, J., Janssen, G., & Meier, V. (2017). Measuring the impact of rater negotiation in writing performance assessment. Language Testing, 34, 3-22.

Trace, J., Meier, V., & Janssen, G. (2016, October). "I can see that": developing shared rubric category interpretation through score negotiation. Assessing Writing, 30(3), 32-43.

Ucelli, P., Dobbs, C., & Scotts, J. (2013). Mastering Academic Language: Organization and stance in the persuasive writing of high school students. Written Communication, 30(1), 36-62.

Weigle, S. C. (2009). Assesing Writing. (C. J. Alderson, & B. Lyle F, Penyunt.) UK: Cambridge University Press.

White, E. (2009). Are you assessment literate? Some fundamental questions regarding effective classroom-based assessment. OnCUE Journal, 3(1), 3-25.

Winke, P., & Lim, H. (2015). ESL essay raters’ cognitive processes in applying the Jacobs et al. rubric: An eye-movement study. Writing Assessment, 25, 38-54.

Wiseman, C. (2012). Rater effects: Ego engagement in rater decision-making. Assessing Writing, 17(3), 150-173.

Zhang, J. (2016). Same test different processing? Exploring how raters' cognitive and meta-cognitive strategies influence rating accuracy in essay scoring. Assessing Writing, 27, 37-53.




DOI: http://dx.doi.org/10.24127/pj.v8i1.1936

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Endang Mastuti Rahayu, Endah Yulia Rahayu

Flag Counter
Indexing:

Start counter 

DOAJ , IPI  , Portal Garuda, SINTA, University Library, Google Scholar