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dc.contributor.authorJahanshahi, Kazem
dc.date.accessioned2018-11-26T08:19:27Z
dc.date.available2018-11-26T08:19:27Z
dc.date.issued2017
dc.identifier.issn2444-3921
dc.identifier.urihttp://hdl.handle.net/10396/17533
dc.description.abstractThere 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.es_ES
dc.description.abstractThere 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.es_ES
dc.format.mimetypeapplication/pdfes_ES
dc.language.isoenges_ES
dc.publisherUniversidad de Córdoba, UCOPresses_ES
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/es_ES
dc.sourceInternational Journal for 21st Century Education 4(1), 19-31 (2017)es_ES
dc.subjectCritical Thinking (CT)es_ES
dc.subjectNovice raterses_ES
dc.subjectExperienced raterses_ES
dc.subjectIndividual assessmentes_ES
dc.subjectPensamiento Crítico (TC)es_ES
dc.subjectEvaluadores principianteses_ES
dc.subjectEvaluadores experimentadoses_ES
dc.subjectEvaluación individuales_ES
dc.titleCollaboration in writing assessment: insights into novice and experienced iranian EFL raters’ critical thinking and criteriaes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publisherversionhttp://www.uco.es/ucopress/ojs/index.php/ij21ce/indexes_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES


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