The Reliability of holistic and analytic evaluations of EFL esays by Turkish university preparatory students
Başlık çevirisi mevcut değil.
- Tez No: 26800
- Danışmanlar: DR. DAN J. TANNACİTO
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Hazırlık okulu, Yabancı dil öğretimi, Öğrenciler, Üniversiteler, İngilizce, Preparatory school, Foreign language teaching, Students, Universities, English
- Yıl: 1993
- Dil: İngilizce
- Üniversite: İhsan Doğramacı Bilkent Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
Özet yok.
Özet (Çeviri)
Titles The reliability o£ holistic and analytic evaluations of the EFL essays by Turkish University preparatory students Authors Şehnaz Şahinkarakaş Thesis Chairpersons Dr. Dan J. Tannacito, Bilkent University, MA TEFL Program Thesis Committee Members: Ms. Patricia Brenner, Dr. Linda Laube, Bilkent University, MA TEFL Program This study attempted to investigate a reliable method of scoring essays. Two hypotheses were tested. Observations were made pertaining to the scoring system used at the preparatory school of Çukurova University. A total of 150 EFL preparatory students participated in the study. These students wrote two essays s one for the first hypothesis and one for the second. The first essays were rated analytically by the teachers at Çukurova University. The second essays were rated holistically and analyt ically by four raters who have experience at EFL teaching situation for at least five years. Correlations were made to find the relationships between the scores given by the raters for the scoring methods. The first hypothesis was that the scoring system used at Çukurova University did not have a high level of reliability. The correlational analysis of data rejected this hypothesis (r=.97). However, descriptive analysis showed that the correlation of the scores alone would not be sufficient to claim that this system was reliable. In fact, observations indicate the raters who scored essays for the second time saw the first scores, thus creating a self-fulfilling bias. The second hypothesis was that holistically scored essays have signif icantly greater reliability than analytically scored ones in this educa tional context. The analysis of data was twofold s interrater reliability and intrarater reliability. The correlation for interrater reliability indicated that both scoring systems had high reliabilities. The interrater reliability of holistic scoring method was.85, and of analytic scoring method was.84. The difference is negligible. Since the analytic scoring method has five categories, the studyinvestigated the reliability of each category individually as well as the total. The analysis of categories revealed that the reliability of the categories was not as high as the total scores for analytic rating. The interrater reliability was.75 for content,.69 for organization,.80 for vocabulary,.82 for language use, and.71 for mechanics. The correlations for intrarater reliability showed that there was not a significant difference between the two scoring methods (p<.01 for both scoring). The intrarater reliability of holistic scoring ranged from.70 to.85 and of analytic scoring from.65 to.86. However, the categories scored on the analytic rubric had low intrar ater reliabilities. The intrarater reliability ranged from.34 to.83 for content, from.23 to.81 for organization, from.46 to.80 for vocabulary, from.63 to.77 for language use, and from.55 to.80 for mechanics. We may conclude that holistic scoring is more reliable than analytic scoring. Although the total scores of analytic scoring might have high reliability, the categories of this scoring method might have very low reliability which may raise a question about the reliability of analytic scoring.
Benzer Tezler
- The impact of rating methods and rater training on the variability and reliability of EFL students' classroom-based writing assessments in Turkish universities: An investigation of problems and solutions
Puanlama yöntemlerinin ve puanlayıcı eğitiminin Türkiyede üniversilerdeki EFL öğrencilerinin sınıf temelli yazma değerlendirmelerinin değişkenliği ve güvenirliği üzerine etkisi: Bir problemler ve çözümler araştırması
TURGAY HAN
Doktora
İngilizce
2013
Eğitim ve ÖğretimAtatürk Üniversitesiİngiliz Dili ve Edebiyatı Ana Bilim Dalı
DOÇ. DR. JINYAN HUANG
YRD. DOÇ. DR. HÜSEYİN EFE
- Implicit priorities in the holistic grading of EFL writing and their potential impact
Yabancı dilde yazılmış olan kompozisyonların değerlendirilmesi sürecindeki örtük öncelikler ve bunların gizli etkileri
ASLI ERSEN
Yüksek Lisans
İngilizce
2000
Eğitim ve ÖğretimOrta Doğu Teknik Üniversitesiİngiliz Dili Eğitimi Ana Bilim Dalı
PROF. DR. HÜSNÜ ENGİNARLAR
- Gemi makine dairesi bakım işlemlerinin verimlilik analizi
Efficiency analysis of maintenance of ship machinery systems
ÇAĞLAR KARATUĞ
Doktora
Türkçe
2023
Denizcilikİstanbul Teknik ÜniversitesiDeniz Ulaştırma İşletme Mühendisliği Ana Bilim Dalı
PROF. DR. YASİN ARSLANOĞLU
- Bilimsel süreç becerilerin ölçülmesinde bütünsel ve analitik puanlama anahtarlarının güvenirliklerinin karşılaştırılması
Comparing reliability levels of scoring of the holistic and analytic rubrics in evaluating the scientific process skills
EBRU ŞANLI
Yüksek Lisans
Türkçe
2010
Eğitim ve ÖğretimAnkara ÜniversitesiEğitimde Ölçme ve Değerlendirme Ana Bilim Dalı
DOÇ. DR. NÜKHET DEMİRTAŞLI
- A Study on developing a writing assessment profile for English preparatory program of Anadolu University School of Foreign Languages
Anadolu Üniversitesi Yabancı Diller Yüksek Okulu İngilizce hazırlık programı`nda yazılı anlatım becerilerini ölçmede kullanılacak bir ölçeğin geliştirilmesi üzerine bir çalışma
MURAT POLAT
Yüksek Lisans
İngilizce
2003
Eğitim ve ÖğretimAnadolu Üniversitesiİngiliz Dili Eğitimi Ana Bilim Dalı
YRD. DOÇ. DR. AYNUR YÜREKLİ