Developing rating scales for the assessment of second language performance
Developing rating scales for the assessment of second language performance
复制标题
制定评估第二语言表现的评分量表
DOI：
10.1075/aralss.13.04tur
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发表时间：
1996
期刊：
影响因子：
--
通讯作者：
J. Upshur
中科院分区：
文献类型：
--
作者：
Carolyn E. Turner;J. Upshur
评价第二语言成绩的两种最常用的方法存在信度和效度问题。另一种方法是利用评级量表，从经验上得出的样本学习者的表现，这些尺度定义相邻的分数水平之间的界限，而不是提供规范的描述理想的表现，评级过程需要作出两个或三个二元选择有关的语言性能进行评级。一个程序，包括一系列的五个明确的任务，是用来构建一个评级量表。该量表设计用于特定人群和特定测试任务。一组小学ESL教师使用这个程序，使两个口语测试，包括启发式任务和评级量表，在他们的学区使用。这些测试对255名六年级学生进行了管理。该量表被认为是高度准确的评分短语音样本，并在规模发展和评分员培训所需的时间是相当有效的。量表在教学环境中显示内容相关性。建议在高风险评估中使用这种类型的量表。
The two most common approaches to rating second language performance pose problems of reliability and validity. An alternative method utilizes rating scales that are empirically derived from samples of learner performance; these scales define boundaries between adjacent score levels rather than provide normative descriptions of ideal performances; the rating process requires making two or three binary choices about a language performance being rated. A procedure, that consists of a series of five explicit tasks, is used to construct a rating scale. The scale is designed for use with a specific population and a specific test task. A group of primary school ESL teachers used this procedure to make two speaking tests, including elicitation tasks and rating scales, for use in their school district. The tests were administered to 255 sixth grade learners. The scales were found to be highly accurate for scoring short speech samples, and were quite efficient in time required for scale development and rater training. Scales exhibit content relevance in the instructional setting. Development of this type of scale is recommended for use in high-stakes assessment.