• español
    • English
  • English 
    • español
    • English
  • Login
View Item 
  •   DSpace Home
  • Revistas de la UCO
  • International Journal for 21st Century Education
  • IJ21CE. Vol. 04 N. 01 (2017)
  • View Item
  •   DSpace Home
  • Revistas de la UCO
  • International Journal for 21st Century Education
  • IJ21CE. Vol. 04 N. 01 (2017)
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Collaboration in writing assessment: insights into novice and experienced iranian EFL raters’ critical thinking and criteria

Thumbnail
View/Open
ij21ce_4_1_2.pdf (193.3Kb)
Author
Jahanshahi, Kazem
Publisher
Universidad de Córdoba, UCOPress
Date
2017
Subject
Critical Thinking (CT)
Novice raters
Experienced raters
Individual assessment
Pensamiento Crítico (TC)
Evaluadores principiantes
Evaluadores experimentados
Evaluación individual
METS:
Mostrar el registro METS
PREMIS:
Mostrar el registro PREMIS
Metadata
Show full item record
Abstract
There is a growing body of literature on effective techniques through which critical thinking (CT) can be fostered in an educational setting. In a way that agrees with teaching as an interactive process, considerable debate has taken place over enhancing teachers’ CT abilities in recent years. Concerning the positive effects of collaboration on CT, the present study examines whether the frequency of CT components among novice and experienced Iranian EFL raters is different while assessing a passage individually and collaboratively (in pairs). For this end, a mixed-method approach was adopted. Writing assessments made by two groups of novice and experienced raters were coded in search of statements classified as one of the five components of CT (Stapleton, 2001). The data obtained included recorded think-aloud protocols and written comments made by raters while assessing 3 passages written by IELTS examinees. Then, novice and experienced raters were compared based on the total frequency of CT components used while assessing individually and collaboratively. Afterwards, their criteria for scoring a passage (without using a rubric)were attempted to be established. Findings revealed that collaboration in writing assessment improves raters’ CT skills irrespective of their experience level, while CT indices were significantly higher for experienced collaborative pairs. Although, novice and experienced raters’ CT skills were not significantly different while assessing individually.With regard to the criteria applied by novice raters, qualitative analysis revealedcentral concerns about the text surface level. Actually, they were believed to be in the process of forming their personal strategies and establishing their own criteria as raters. While experienced raters went one step ahead of syntax into semantics.
 
There is a growing body of literature on effective techniques through which critical thinking (CT) can be fostered in an educational setting. In a way that agrees with teaching as an interactive process, considerable debate has taken place over enhancing teachers’ CT abilities in recent years. Concerning the positive effects of collaboration on CT, the present study examines whether the frequency of CT components among novice and experienced Iranian EFL raters is different while assessing a passage individually and collaboratively (in pairs). For this end, a mixed-method approach was adopted. Writing assessments made by two groups of novice and experienced raters were coded in search of statements classified as one of the five components of CT (Stapleton, 2001). The data obtained included recorded think-aloud protocols and written comments made by raters while assessing 3 passages written by IELTS examinees. Then, novice and experienced raters were compared based on the total frequency of CT components used while assessing individually and collaboratively. Afterwards, their criteria for scoring a passage (without using a rubric)were attempted to be established. Findings revealed that collaboration in writing assessment improves raters’ CT skills irrespective of their experience level, while CT indices were significantly higher for experienced collaborative pairs. Although, novice and experienced raters’ CT skills were not significantly different while assessing individually.With regard to the criteria applied by novice raters, qualitative analysis revealedcentral concerns about the text surface level. Actually, they were believed to be in the process of forming their personal strategies and establishing their own criteria as raters. While experienced raters went one step ahead of syntax into semantics.
 
URI
http://hdl.handle.net/10396/17533
Fuente
International Journal for 21st Century Education 4(1), 19-31 (2017)
Versión del Editor
http://www.uco.es/ucopress/ojs/index.php/ij21ce/index
Collections
  • IJ21CE. Vol. 04 N. 01 (2017)

DSpace software copyright © 2002-2015  DuraSpace
Contact Us | Send Feedback
© Biblioteca Universidad de Córdoba
Biblioteca  UCODigital
 

 

Browse

All of DSpaceCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

My Account

LoginRegister

Statistics

View Usage Statistics

De Interés

Archivo Delegado/AutoarchivoAyudaPolíticas de Helvia

Compartir


DSpace software copyright © 2002-2015  DuraSpace
Contact Us | Send Feedback
© Biblioteca Universidad de Córdoba
Biblioteca  UCODigital