Writing Portfolio Assessment and Inter-rater Reliability
Writing Portfolio Assessment and Inter-rater Reliability at Yildiz Technical University, School of Foreign Languages, Basic English Department
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The use of portfolio assessment for writing in the English as a foreign language (EFL) context has grown rapidly during the last few decades. Reliability in portfolio assessment by instructors is a critical issue and seeks a standardization of criteria. This book investigates the use of writing portfolios and their assessment by raters. In particular it compares the inter-rater reliability of the portfolio assessment criteria currently in use and the new portfolio assessment criteria proposed for Yildiz Technical University, School of Foreign Languages, Basic English Department. The perspectiv...
The use of portfolio assessment for writing in the
English as a foreign language (EFL) context has
grown rapidly during the last few decades.
Reliability in portfolio assessment by instructors
is a critical issue and seeks a standardization of
criteria. This book investigates the use of writing
portfolios and their assessment by raters. In
particular it compares the inter-rater reliability
of the portfolio assessment criteria currently in
use and the new portfolio assessment criteria
proposed for Yildiz Technical University, School of
Foreign Languages, Basic English Department. The
perspectives of the participants on the portfolio
assessment scheme and the criteria are also
analyzed. Data are collected through portfolio
grading sessions, focus group discussions and
individual interviews. The study should provide
useful information for the implementation of writing
examinations and the assessment of the papers. It
should especially help educational administrators
and professionals working in testing and evaluation
departments in EFL field, or anyone else who may
be interested in conducting qualitative research.
English as a foreign language (EFL) context has
grown rapidly during the last few decades.
Reliability in portfolio assessment by instructors
is a critical issue and seeks a standardization of
criteria. This book investigates the use of writing
portfolios and their assessment by raters. In
particular it compares the inter-rater reliability
of the portfolio assessment criteria currently in
use and the new portfolio assessment criteria
proposed for Yildiz Technical University, School of
Foreign Languages, Basic English Department. The
perspectives of the participants on the portfolio
assessment scheme and the criteria are also
analyzed. Data are collected through portfolio
grading sessions, focus group discussions and
individual interviews. The study should provide
useful information for the implementation of writing
examinations and the assessment of the papers. It
should especially help educational administrators
and professionals working in testing and evaluation
departments in EFL field, or anyone else who may
be interested in conducting qualitative research.
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