Zhao, H. orcid.org/0000-0002-9502-4763 and Zhao, B. (2023) Exploring the Consistency Between Self- and Teacher Assessment: Using Co-Constructed Assessment Descriptors in EAP Writing in China. In: Chong, S. and Reinders, H., (eds.) Innovation in Learning-Oriented Language Assessment. New Language Learning and Teaching Environments . Palgrave MacMillan , Cham, Switzerland , pp. 81-103. ISBN 978-3-031-18949-4
Abstract
The current study adopted multiple quantitative methods to investigate the consistency between self-and teacher assessment in a tertiary institution in China. Different from other studies that use the assessment criteria provided by instructors, this study utilised the tutor-student co-constructed criteria for self-and teacher assessment, adapted from the Common European Framework of Reference for Languages (CEFR). It employed three quantitative methods to counteract the limitations of each method and revealed the congruence and disparity of teacher and self-assessment ratings on the same assignments from different perspectives. It provided implications for using self-assessment in English for Academic Purposes (EAP) writing alongside teacher assessment.
Metadata
Item Type: | Book Section |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | This is an author produced version of a book chapter published in Innovation in Learning-Oriented Language Assessment. Uploaded in accordance with the publisher's self-archiving policy. |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Funding Information: | Funder Grant number British Council, UK No ref given |
Depositing User: | Symplectic Publications |
Date Deposited: | 16 Oct 2023 09:36 |
Last Modified: | 04 Mar 2025 01:13 |
Published Version: | https://link.springer.com/chapter/10.1007/978-3-03... |
Status: | Published |
Publisher: | Palgrave MacMillan |
Series Name: | New Language Learning and Teaching Environments |
Identification Number: | 10.1007/978-3-031-18950-0_6 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:204244 |