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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| Fourteen TESL undergraduates in UPSI were chosen as subjects in this research. Each of them was given a task to assess seventy samples of essays written by Form Four ESL secondary school students. Three scoring methods were devised for the subjects to refer to when assessing the essay samples and each of them was given one type of scoring method. Three of the subjects were given the holistic scoring method; six of them were given the analytic scoring method; and five of them were given the primary trait scoring method. They were told to assess the essay samples individually and each of them was required to record down their salient features of assessment (verbal protocol). The scores that the subjects gave to the essay samples were correlated to find the relationship; and the salient features of assessment were analysed descriptively. The findings of the research showed that the scoring methods could not be used to generalize the overall result of the students' performance in writing. This was because each scoring method focused on different aspects or features of writing. There was also a significant difference between the marks given by the subjects even though they were using the same scoring method. The salient features of assessment that the subjects recorded showed that they focused their attention on the students' performance in language. 3 |
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