Relevant bibliographies by topics / English language Grading and marking (Students)

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

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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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 performanc
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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 pa
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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 –
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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 e
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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
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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.
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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 diff
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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 resear
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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 a
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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 co
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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 st
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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 a
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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 t
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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
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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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