Academic literature on the topic 'English language Grading and marking (Students)'

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Journal articles on the topic "English language Grading and marking (Students)"

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Kucelman, Ewa. "Cohesion — Between Instruction and Execution." Anglica Wratislaviensia 56 (November 22, 2018): 273–94. http://dx.doi.org/10.19195/0301-7966.56.17.

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The paper seeks to present a practical use of reference chains analysis in the grading process of EFL university students’ final practical English examination. The process of grading writing is always perceived as both tedious and subjective not only by the students but also by the examiners. The criteria listed by Cambridge English Language Assessment Department are very general, which makes examiners often adopt an impressionistic perspective while marking the content of the written assignment. At the same time, students often feel dissatisfied with the teacher’s comments on their performance, they cannot clearly see the mistakes in the text structure they have made and often feel unfairly graded. Using reference chains and collocations as one of the steps in the process of written work evaluation makes it possible to put forward clear, straightforward criteria for text organization. It gives immediate insight into the text structure, paragraph organization, superstructure layout and the level of correspondence between the original task and the actual student’s output. By being conducted as a series of precisely defined steps, according to a fixed checklist, it makes it possible for the examiner to draw objective criteria for grading writing. The empirical part of the paper focuses on the analysis of reference chains and collocations identified in the written examination of 15 first year students of English philology.
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Alshakhi, Abdullah. "The Practice of Cross-Grading in Assessing Writing: The Case of EFL Teachers and Students in a Saudi Arabian Context." International Journal of English Linguistics 11, no. 1 (2021): 266. http://dx.doi.org/10.5539/ijel.v11n1p266.

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This qualitatively based research study utilized a combination of multiple methods, which aimed at investigating the efficacy and reliability of employing cross-grading when assessing English as a Foreign Language (EFL) tertiary level learners’ writing. It further explored the perceptions of the EFL teachers and learners regarding the cross-grading practices to provide a clearer understanding of this relatively unexplored line of research enquiry. It was set to answer the following research question: In what ways does cross-grading practice contribute to assessing EFL writing? The participants of this study were conveniently selected where the sample included four language instructors from different ethnic and cultural backgrounds, as well as four Saudi EFL learners. Semi-structured interviews were individually conducted with all eight participants. In addition, four one-on-one feedback sessions between language instructors and learners were observed to assess feedback effectiveness after the cross-grading sessions. The data analysis revealed that instructors had difficulty explaining the feedback on their learners’ papers since they did not grade their students’ papers themselves. Furthermore, students felt they did not benefit from the feedback sessions because they could not fully understand the external grader’s markings and, thus inhibiting the learner’s ability to improve and develop their writing. The study concluded with some pedagogical implications for the EFL writing assessment context.
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Hendricks, Alison Eisel, and Suzanne M. Adlof. "Production of Morphosyntax Within and Across Different Dialects of American English." Journal of Speech, Language, and Hearing Research 63, no. 7 (2020): 2322–33. http://dx.doi.org/10.1044/2020_jslhr-19-00244.

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Purpose This study examined the production of morphosyntactic markers by school-age children with and without developmental language disorder. Comparisons were made between students who speak mainstream American English (MAE) dialects and nonmainstream American English (NMAE) dialects. Method First- and second-grade students ( N = 82) completed assessments of dialect use and language ability, which are designed for students who speak NMAE dialects. Students also completed an experimental production task targeting three morphosyntactic features: past tense – ed marking, third-person singular – s marking, and plural – s marking. Past tense marking and third-person singular are produced differently across MAE and NMAE dialects, whereas plural marking is produced more similarly across dialects. Results When comparing across dialects, children with typical language skills who spoke NMAE dialects overtly marked past tense and third-person singular less often compared to MAE peers. However, when comparing to same-dialect peers with language disorders, children with typical language skills who spoke NMAE dialects overtly marked these morphosyntactic markers more often than peers with developmental language disorder. Conclusion The results underscore the importance of considering a child's dialect use when assessing language ability, in particular with measures that include features that are variable in NMAE dialects. At the same time, within-dialect comparisons suggest that a broader set of morphosyntactic features may provide useful information for evaluations of language ability. Future research should investigate the source of these differences, including the extent to which students with language disorders have acquired the social and linguistic factors that condition the use of variable features.
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Gold, Elaine, and Mireille Tremblay. "Eh? and Hein?: Discourse Particles or National Icons?" Canadian Journal of Linguistics/Revue canadienne de linguistique 51, no. 2-3 (2006): 247–63. http://dx.doi.org/10.1017/s0008413100004096.

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AbstractWe compare the use and function of two discourse particles that show many similarities: Canadian English eh and Canadian French hein. Surveys of anglophone students at the University of Toronto and francophone students at Université Laval reveal that these particles have similar discourse functions and that there are many parallels in their patterns of use. However, francophone students report a higher use of hein than do anglophone students of eh. Moreover, francophones have more positive attitudes towards constructions with hein than do their anglophone counterparts with respect to eh. In addition, eh—used both less often and valued less positively—has taken on additional functions as an identity marker: it is used to identify speakers of Canadian English and, in print, to evoke Canadian solidarity. In contrast, hein does not have an identity marking function. We propose that the development of an identity marking function for eh—and the lack of such a function for hein—reflects differences in how linguistic identities are constructed in English and French Canada.
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Peng, Liu, Chunrong Wu, and Fang Xie. "The Exploring Practice of Grading Model in College English Teaching." Theory and Practice in Language Studies 7, no. 7 (2017): 546. http://dx.doi.org/10.17507/tpls.0707.07.

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This article tries to explore the grading model in college English classrooms in a western university in China. As we know, teaching is an essential service for the society, and it is a regular but challenging task. Faced with new generation of students every year, educational institutions should get prepared and think out better strategies to meet every challenge ahead. The grading model is proved to be a better way out but not a best one. The wiser is to practice, revise, and practice. All done is to promote China college English teaching.
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Kesen Mutlu, Aynur. "Interrater Scoring of Public Speaking Performances in English Language Teacher Education Program." International Education Studies 11, no. 9 (2018): 12. http://dx.doi.org/10.5539/ies.v11n9p12.

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Based on the constructivist learning principles, self-assessment has been a targeted topic for many studies in the field of teacher education. Its importance and its leading to learner empowerment have been discussed for long. This current study in this line tries to move one step further by adding a correlative comparison between instructors’ and students teachers’ grading as well as searching into students’ views on self-assessment in Oral Communication Skills Course at English Language Teaching Department of a private university in Turkey. Interrater consistency was examined throughout the study. This study involves 21 student teachers who assessed their speaking performances five times using a micro-analytic rating scale. In the analysis of data, both qualitative and quantitative methods were utilized. Both data sets suggest that there is a high correlation between instructor and student teachers grading. The study has got some implications for curriculum designers, instructors and teacher candidates.
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Iman, Topan Rahmatul. "THE INTERFERENCE OF INDONESIAN ON ENGLISH SECOND LANGUAGE WRITING." Journal of Languages and Language Teaching 8, no. 2 (2020): 170. http://dx.doi.org/10.33394/jollt.v8i2.2466.

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Language transfer means the application of knowledge and understanding of a source language on a target language. Dissimilarities between the source language and the target language could result in a negative transfer. This essay aims to investigate the interference of Indonesian language on English second language writing regarding the order of noun phrase constituents, number marking, and verb tenses. The results presented in this essay were based on three elicitation tasks that were answered by 20 Indonesian students who studied English at a senior high school in Sumbawa Regency, Indonesia. Their ages were between 15 to 18 years old. The participants were given a test that consisted of three elicitation tasks focusing on sentence writing. The results showed that the negative transfer was still found in the students’ writing. However, the students may make mistakes since they had a lack of knowledge, or because they were unable to apply what they knew in their writing.
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Lewis, Stephen D., Linda G. McGrew, and C. Nathan Adams. "Assessing Business Communication Assignments of English-as-Second-Language Students." Business Communication Quarterly 65, no. 2 (2002): 30–42. http://dx.doi.org/10.1177/108056990206500203.

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As the US population becomes more diverse, the enrollment of English-as-Second- Language (ESL) students in colleges and universities continues to expand. This diversity may sometimes lead to problems for business communication teachers who must assess the written communication skills of students who may not be fluent in English. To address these problems, we conducted a nationwide survey of business communication teachers, soliciting input on how ESL students' written communication skills were assessed. Respondents were asked to identify areas where their assessments of ESL students might differ from their assessments of stu dents whose first language was English. Comparisons were made based upon teachers' gender, age, number of years of teaching experience, and geographic location where they teach. Although some grading leniency was shown toward ESL students in specific areas, generally the respondents indicated that they do not assess business communication assignments any differently based upon the stu dents' primary language usage.
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Elshawa, Niveen R. M., Ain Nadzimah Abdullah, and Sabariah Md Rashid. "Malaysian Instructors’ Assessment Beliefs in Tertiary ESL Classrooms." International Journal of Education and Literacy Studies 5, no. 2 (2017): 29. http://dx.doi.org/10.7575/aiac.ijels.v.5n.2p.29.

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Language assessment can be a valuable tool for providing information regarding language teaching. Given the importance of assessment that has undergone much change, there are important issues that warrant investigation, particularly those related to language instructors. Understanding the assessment beliefs of ESL instructors, especially at the tertiary level, is important since it can help improve the quality of assessment practices as well. Therefore, this study investigated English language instructors’ assessment beliefs in the Malaysian context. This study adopted a cross-sectional research design. The survey method was utilized to collect data from six Malaysian universities using a purposive sampling strategy. English language instructors (n=83) were selected via purposive sampling for the study. Findings of the study revealed that English language instructors believed that the purpose of assessment was to improve teaching and learning. Regarding the assessment beliefs that are related to the assessment purposes, analyses of data showed that the items that received the highest percentage of agreement were diagnosing strength and weaknesses in students, providing information about students’ progress and providing feedback to students as they learn, respectively. Although they reported using both formal and informal assessment of their students’ work, English language instructors relied heavily on paper and pencil assessment while giving more weightage on formative assessment. The majority of English language instructors reported employing marking schemes for the courses they taught, carrying out sample marking and providing feedback. Finally, English language instructors reported using different types of assessments for every language skill taught in their language unit/center. The findings highlight the fact that English instructors should be more empowered in their role as the assessors of students. Their knowledge about what, how, when to assess should be developed through long professional development courses; one-shot workshops or seminars would not be enough to improve instructors’ assessment literacy.
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GREENMAN, CAROLINE. "Coaching Academic English through voice and text production models." ReCALL 16, no. 1 (2004): 51–70. http://dx.doi.org/10.1017/s0958344004000515.

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We report on how technological developments have enabled us to change our concepts and practices regarding voice and text coaching and how this in turn has raised the level of literary competence among non-native doctoral students seeking publication in English in scientific journals. We describe models for marking, peer reviewing and coaching spoken delivery and written text. Our models spring from our dedicated physical CALL environment and take into account learner expectations and further develop tangible learner strategies. As our models are applied in an open learning platform they are accessible, interactive and facilitate both differentiated progressive feedback and student profiling. The four skills are revisited through very traditional means in a methodological paradigm requiring some ‘new literacy’. Between 1997 and 2000 we were devoted to developing and testing our dedicated physical CALL classroom model; in the period 2000–2003 we have focused on both sustaining this and improving our procedures. Refining the coaching and interactive feedback procedures for both text and voice development within the virtual classroom model (established at the Institute for Living Languages at KULeuven in 1997) informs the focus of our research. During the latter period, the resulting models have been rigorously tested by about three hundred KULeuven students, half of whom are post graduates and half of whom are undergraduates. The specific need for refined coaching and feedback for doctoral students is first defined, then the concept, procedure and results of three models are outlined and illustrated. The models include a text marking and coaching model, a speech marking and coaching model and a model to contextualise and manage the interactive cycle of learner, peer and coach writing and speaking processes. Key to our findings is the fact that our models help us to help learners differentiate between passive and active retrieval, plus transfer issues versus knowledge gap issues. The discussion centres on further model development integration.
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Dissertations / Theses on the topic "English language Grading and marking (Students)"

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West, Gregory K. "The construct validity of the holistic writing score an analysis of the essay subtest of the College-Level Academic Skills Test /." Gainesville, FL, 1988. http://www.archive.org/details/constructvalidit00west.

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Crawford, Wayne Fortune Ron. "Criteria for evaluating composition their place in students' composing processes /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819891.

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Thesis (Ph. D.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 14, 2006. Dissertation Committee: Ron Fortune (chair), Doug Hesse, Janice Neuleib, Maurice Scharton. Includes bibliographical references (leaves 191-201) and abstract. Also available in print.
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Lee, Sook Hee. "The use of interpersonal resources in argumentative/persuasive essays by East-Asian ESL and Australian tertiary students." University of Sydney, 2006. http://hdl.handle.net/2123/1285.

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Doctor of Philosophy (PhD)<br>Abstract This thesis explores the use of the interpersonal resources of English in argumentative/persuasive essays (APEs) constructed by undergraduate international students from East-Asian regions (EAS), in particular, Japan, South Korea and Taiwan, and also by Australian-born English speakers (ABS). High-graded essays (HGEs) were compared with the low-graded essays (LGEs) in order to identify the relationship between their deployment of interpersonal features and the academic grades given by markers. In addition, the essays constructed by the EAS writers were compared with those written by ABS writers. A major complaint of academic staff about ESL Asian students concerns their lack of analytical, critical voice and formality in their arguments. The linguistic evidence for this explored in this thesis is based mainly on interpersonal systems of interaction and evaluation recently developed within Systemic Functional Linguistics (SFL) (Iedema et al., 1994; Iedema, 1995, 2003, 2004; Martin, 2000a, 2003c; White, 1998, 2004; Martin and Rose, 2003; Macken-Horarik and Martin, 2003; Martin and White, 2005). Within interaction, the thesis draws on work dealing with the metaphorical realisations of commands in a bureaucratic administration context. Evaluation is based on appraisal theory, which is concerned with the linguistic inflection of the subjective attitudes of writers, and also their evaluative expressions and intersubjective positioning. In order to explore the use of interpersonal resources from a perspective of writer and reader interaction, this study incorporates a social interactive model derived from ‘Interaction in writing’ alongside Bakhtin’s (1981, 1986) dialogic literacy. Under this broad interdisciplinary approach, the interpersonal aspects in APEs are examined from three main perspectives: Interactive (schematic structures), Interactional (the metaphorical realisation of commands), and InterPERSONAL meanings (the three main appraisal systems: ATTITUDE, ENGAGEMENT, and GRADUATION). The sample comprised six overseas students and six Australian-born native English speakers. They were all participants in the English for Academic Purposes class in the Modern Language Program offered by a regional university in southern New South Wales. These students were required to write APEs as a part of their course. Discourse analysis was applied to the essays at the genre, discourse semantic and the lexico-grammatical levels. Interviews were undertaken with markers to identify the relationship between text analysis results and markers’ comments on the essays and the grades. The results indicated that students’ use of interpersonal resources is a good indicator for judging quality of APEs. The analysis reveals significant differences in the extent to which HGEs are interactive by showing awareness of audience in argument structure, and making interactional choices focusing on command and interPERSONAL choices of appraisal systems. These differences are reflected in the use both of strategies of involvement by being interactional, and strategies displaying distance by being formal. The differences are also reflected in the presentation of personal opinions by being evaluative and of intersubjective claims supported by evidence. While there were no significant differences between the EAS and ABS writers in terms of the argument structure, ABS texts are more interactional, having a high degree of authority and conviction characterised by a formal tone. ABS writers also display a stronger voice through frequent exploitation of GRADUATION resources of appraisal. Overall, it can be said that while EAS students display problems with raising their own voices in argument, ABS students display problems in supporting persuasion. Educational implications for English for Academic Purposes (EAP) writing curriculum design include the desirability of enhancing a context-sensitive approach in writing, raising audience awareness of language teachers in relation to the interpersonal use of English, and promoting the dialogic nature of argument by reconciling individual creativity with social voices and community conventions.
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Liu, Yue. "Teacher comments and students' risk-taking : native and non-native speakers of American English in basic writing." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159150.

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This comparative case study examines how writing teachers comment on basic writing students' papers, how students respond to these comments, and how students take risks in their revising process. Four U.S., four ESOL basic writing students, and four basic writing teachers participated in the study. Three writing samples of the students' choices including drafts, revisions, and final papers were collected, coded, and analyzed to see the amount of risk-taking. Students were asked to complete the Daly and Miller's Writing Apprehension Test along with a Demographic Information Check Sheet. Each student was interviewed three times: once for each writing sample, and each teacher was interviewed once. The study revealed that students in the study appreciated teachers' written comments on their multiple-draft papers, and that teachers' comments, particularly the ones on content and organization, did help improve their writing ability and motivated these students to take risks in trying new ideas in revision. The ESOL writers tend to take fewer risks and regard revision as making lexical changes because of their unfamiliarity with the English usage and writing conventions, while the U.S. writers take more risks and view revision as a recursive process with different levels of attention.The main purpose of the study was to find out what major factors motivated students' risk-taking in their revisions so that writing teachers will be able to provide comments that motivate students to become better writers. This study will contribute to the understanding of what students really think of teachers' written comments.<br>Department of English
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Sundh, Stellan. "Swedish School-leaving Students' Oral Proficiency in English : Grading of Production and Analysis of Performance." Doctoral thesis, Uppsala University, Department of English, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3518.

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<p>This study deals with the testing and grading of Swedish school leaving students’ oral proficiency in English, and with certain aspects of these students’ linguistic competence. The analyses and results are based on material drawn from an assessment project carried out at Gothenburg University in 1993.</p><p>The 29 students taking part in the project were interviewed three times by three different interviewers in tests comprising three tasks, similar in structure but different in content. The interviewers were of three categories: school teachers of English, university teachers of English and native speakers of English. The student production was graded on a five-point scale according to a set of rating criteria.</p><p>The interviewers assigned generally positive but often differing grades to the student performance. The grades were influenced by the students’ ability to communicate and speak with flow, and by gaps in vocabulary and by occurrences of grammatical errors. The students’ use of discourse phenomena and compensatory strategies was also of importance to the grades assigned. Many students were considered to have acceptable intonation and rhythm, but nevertheless an evident Swedish accent. The linguistic features studied comprised the verbal group, vocabulary, discourse markers and pronunciation. </p><p>Differences could be observed between the members of the interviewer categories regarding the grades they assigned to student production. The school teachers seem to have paid special attention to grammatical accuracy, and the native speakers appear to have had a notion of communicative competence where accuracy plays a less important role.</p><p>Differences in the grades assigned could also be explained by the order in which the interviews were made, by some students’ hesitant delivery, by the positive or negative effect of various fillers in the students’ speech, and by the interviewing methods used by the interviewers in the tests.</p>
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Eriksson, Maria. "Feedback and Error Corrections : on Swedish Students' Written English Assignments." Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-352.

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<p>It is important to think about how to correct an essay and what the students should learn from it. My aim in this paper, is to look into what different researchers have said about feedback on written assignments and carry out a study of the kind of feedback that is actually used in secondary school today – and of what students and teachers think about it.</p><p>The results show that underlining is the marking technique mostly used in the secondary school where I did my investigation. This technique was also mostly preferred amongst the students. Two teachers were interviewed and both said that they used underlining because experience has shown that this marking technique is the most effective one. Furthermore, the results from the essays differed when analyzing errors corrected with complete underlining, partial underlining, crossing out and giving the right answer. One marking technique got good results when dealing with one kind of error, and worse in others. My conclusion is that teachers need to vary their marking technique depending on the specific kind of error.</p><p>Also, the results from a questionnaire showed that most of the students would like to get feedback on every written assignment. Not many of them said that they were already getting it, although this was what both teachers claimed. To conclude, there are many different ways to deal with marking and feedback. The key-word seems to be variation. As long as teachers vary their ways of dealing with marking and giving feedback, they will eventually find one or two that are most effective. Involving the students in this decision can also be a good idea, if they are interested.</p>
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Hart, Gwendolyn A. "Composing Metaphors: Metaphors for Writing in the Composition Classroom." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371472.

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Erdösy, Muhammad Usman. "Responding to non-native and native writers of English : a history professor's indigenous criteria for grading and feedback in an undergraduate sinology course /." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370766&T=F.

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Peach, Ronald Derek. "Congruency of values : a study of the perceived writing values." Thesis, 2000. https://dspace.library.uvic.ca//handle/1828/9773.

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This study examines how well the qualities of good essay writing expressed in the British Columbia Ministry of Education's handbook, Using rating scales to evaluate student writing, are transmitted to teachers and students. In asking how well those values are communicated to teachers and students involved in grade twelve English examinations, the study compares the features demonstrated in the writing reference sets and specified in the Holistic scoring guide to the responses of markers, teachers and students who were surveyed concerning their familiarity with those terms and to their beliefs about what constituted a good essay. Most teachers reported instructional practices which utilized these reference sets, and students supported this assertion. The qualities described by teacher-markers such as “command of language, thoughtful, well structured, interesting argument, depth of understanding, engaging, sense of voice” were also compared to salient features of papers which they had just scored and found to correspond quite closely. Students, however, in describing the features they hoped to produce in writing a good essay, did not use the terms of the official rating scale descriptors, but instead, fell back on a vocabulary expressing the most basic features of the process approach to writing, such as “planning, webbing ideas,” and “revising.” Survey instruments used in the study were not sufficiently detailed to provide data on student comprehension of rating scale terms. Observations are made on such aspects of large-scale writing evaluations as recommended scoring practices, the need for thorough marker preparation, the vagueness of some criteria such as “voice”, and on current approaches to high school composition instruction with emphasis on modelling theory as the basis for instruction in a jurisdiction which uses reference sets of student work as standards for its rating scales. Shortcomings of the study are noted and suggestions for future research in this area are offered. The appendices include all survey forms used, results of a feature analysis of over 300 highly-rated examination essays, typescripts of student interviews, and a sample writing reference set with scale-point descriptors.<br>Graduate
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"Peer review: exploring training and socio-cultural influences on activity theory." 2013. http://library.cuhk.edu.hk/record=b5884311.

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Kong, Ying Yuk.<br>Thesis (Ph.D.)--Chinese University of Hong Kong, 2013.<br>Includes bibliographical references (leaves 287-304).<br>Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Abstracts also in Chinese.
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Books on the topic "English language Grading and marking (Students)"

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Massey, A. J. Aspects of writing in 16+ English examinations between 1980 & 1994: Vocabulary, spelling, punctuation, sentence structure, non-standard English and their implications for comparability of grading standards. University of Cambridge, Local Examinations Syndicate, 1996.

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Gannon, Peter. Assessing writing: Principles and practice of marking written English. Edward Arnold, 1985.

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Grading student writing: An annotated bibliography. Greenwood Press, 1998.

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Exeter, University of, ed. Communicative language testing with special reference to English as a foreign language. University of Exeter, 1988.

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Response to student writing: Implications for second language students. Lawrence Erlbaum Associates, 2003.

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McLean, Kathy. Using the English profile. Curriculum Corporation, 1994.

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Assessing students' written work: Marking essays and reports. RoutledgeFalmer, 2004.

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R, Guskey Thomas, ed. Grading exceptional and struggling learners. Corwin Press, 2011.

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Marion, Meiers, ed. Telling the whole story: Assessing achievement in English. Australian Council for Educational Research, 1991.

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Haines, Catherine. Assessing Students' Written Work. Taylor & Francis Inc, 2004.

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Book chapters on the topic "English language Grading and marking (Students)"

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White, Jonathan R. "Marking Community Identity Through Languaging." In Cross-Cultural Perspectives on Technology-Enhanced Language Learning. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5463-9.ch003.

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This chapter takes up the issue of authenticity in language pedagogy. Traditional views of authenticity take the native speaker to be the primary authority for linguistic norms. Written standard language is especially highly valued here. It is argued herein that TELL environments are equally valid as learning environments, and that students can use the freedom they provide to develop their own locally negotiated cultural and linguistic norms. Evidence is provided that students on a net-based MA program develop their own norms for reducing language, and use them and other means to mark membership of a local TELL community. Thus, TELL is a rich and authentic environment for learners of English to become what is referred to as “language practitioners.”
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Jia, Jiyou. "Theories and Literatures for Technology-Enhanced Language Instruction." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch003.

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This chapter examines the related literatures and theories for technology-enhanced language instruction. Blended learning, as computer-assisted instruction, has a positive effect on students' learning performances. The research on long-term applications of blended learning in language instruction in middle schools and its effects is hard to find. Nevertheless, some defects exist in the few studies. In China there are much fewer empirical studies on the effects of blended learning on language learning represented by examination scores. Vocabulary learning is essential to English learning and requires the mastery of the pronunciation, spelling, and meaning. Computer-assisted vocabulary learning can provide choice and cloze questions regarding the pronunciation, spelling, and meaning, and give the students instant feedback and grading. The literature review suggests that a quasi-experiment for at least one school term or even longer time in different schools located in various areas is valuable to assure the results' reliability.
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Koby, Geoffrey S. "The ATA Flowchart and Framework as a Differentiated Error-Marking Scale in Translation Teaching." In Handbook of Research on Teaching Methods in Language Translation and Interpretation. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6615-3.ch013.

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Translation evaluation remains problematic, with industry marking errors with points-off systems while teachers use points-off and rubrics. Many rubrics are not adequately operationalized. Needed is an error category and severity system sufficiently differentiated for useful feedback and streamlined to enable feedback to large numbers. The American Translators Association (ATA) Flowchart for Error Point Decisions and Framework for Standardized Error Marking has been adapted for the classroom. This chapter provides statistics on errors and severities marked in two groups: 63 translations by German&gt;English graduate students marked by the author and 17 examinations from the 2006 ATA Certification Examination marked by ATA graders. The predominant categories assigned to students are Punctuation, Usage, Mistranslation, Addition, and Misunderstanding, while ATA papers show Misunderstanding, Omission, Terminology, Literalness, Ambiguity, Grammar, and Style. Misunderstanding rated as the most serious error for both. Transfer errors are more frequently marked and more severely rated than grammar or language errors.
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