The role of scoring in formative assessment of second language writing
This study examines how scoring with feedback in formative assessment affects learning in an English as a foreign language (EFL) writing classroom. Two EFL writing classes were compared: in one class, teacher feedback was given to students on initial drafts, and scores were given only at the end of...
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Penerbit Universiti Kebangsaan Malaysia
2014
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| Online Access: | http://journalarticle.ukm.my/7768/ http://journalarticle.ukm.my/7768/ http://journalarticle.ukm.my/7768/1/6161-18837-1-PB.pdf |
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ukm-7768 |
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eprints |
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ukm-77682016-12-14T06:45:08Z http://journalarticle.ukm.my/7768/ The role of scoring in formative assessment of second language writing Sookyung Cho, Chanho Park, This study examines how scoring with feedback in formative assessment affects learning in an English as a foreign language (EFL) writing classroom. Two EFL writing classes were compared: in one class, teacher feedback was given to students on initial drafts, and scores were given only at the end of the semester; in the second class, teacher feedback and scores were given to students on each draft throughout the semester. This study adopted a mixed-methods approach, including a statistical analysis to explore whether teacher feedback accompanied by scoring makes a difference in student writing, and observation, and interviews of focal students to examine how feedback with scores affects students’ perceptions and attitudes towards writing. The results reveal that the scoring class wrote more accurately than the non-scoring class and that the focal students in the scoring class were not only more aware of both their own and their classmates’ performances, but that they also made efforts to emulate the students they considered effective writers. This study implies that scoring can fortify the effects of feedback by motivating high achieving students to do their best in their writing assignments. Penerbit Universiti Kebangsaan Malaysia 2014 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/7768/1/6161-18837-1-PB.pdf Sookyung Cho, and Chanho Park, (2014) The role of scoring in formative assessment of second language writing. GEMA ; Online Journal of Language Studies, 14 (3). pp. 105-121. ISSN 1675-8021 http://ejournal.ukm.my/gema/index |
| repository_type |
Digital Repository |
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Local University |
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Universiti Kebangasaan Malaysia |
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UKM Institutional Repository |
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Online Access |
| language |
English |
| description |
This study examines how scoring with feedback in formative assessment affects learning in an English as a foreign language (EFL) writing classroom. Two EFL writing classes were compared: in one class, teacher feedback was given to students on initial drafts, and scores were given only at the end of the semester; in the second class, teacher feedback and scores were given to students on each draft throughout the semester. This study adopted a mixed-methods approach, including a statistical analysis to explore whether teacher feedback accompanied by scoring makes a difference in student writing, and observation, and interviews of focal students to examine how feedback with scores affects students’ perceptions and attitudes towards writing. The results reveal that the scoring class wrote more accurately than the non-scoring class and that the focal students in the scoring class were not only more aware of both their own and their classmates’ performances, but that they also made efforts to emulate the students they considered effective writers. This study implies that scoring can fortify the effects of feedback by motivating high achieving students to do their best in their writing assignments. |
| format |
Article |
| author |
Sookyung Cho, Chanho Park, |
| spellingShingle |
Sookyung Cho, Chanho Park, The role of scoring in formative assessment of second language writing |
| author_facet |
Sookyung Cho, Chanho Park, |
| author_sort |
Sookyung Cho, |
| title |
The role of scoring in formative assessment of second language writing |
| title_short |
The role of scoring in formative assessment of second language writing |
| title_full |
The role of scoring in formative assessment of second language writing |
| title_fullStr |
The role of scoring in formative assessment of second language writing |
| title_full_unstemmed |
The role of scoring in formative assessment of second language writing |
| title_sort |
role of scoring in formative assessment of second language writing |
| publisher |
Penerbit Universiti Kebangsaan Malaysia |
| publishDate |
2014 |
| url |
http://journalarticle.ukm.my/7768/ http://journalarticle.ukm.my/7768/ http://journalarticle.ukm.my/7768/1/6161-18837-1-PB.pdf |
| first_indexed |
2023-09-18T19:50:34Z |
| last_indexed |
2023-09-18T19:50:34Z |
| _version_ |
1777406191722299392 |