Developing and Validating an Analytic Rating Scale for Large-Scale EFL Writing Assessment
The Case of CET-4
Seiten
2025
Routledge (Verlag)
978-1-032-96261-0 (ISBN)
Routledge (Verlag)
978-1-032-96261-0 (ISBN)
The debate between holistic and analytical scoring methods in second language assessment has long persisted. This book addresses the effectiveness and validity of the holistic rating scale used in China's high-stakes CET-4 (College English Test Band 4) writing tests via systematic case study analysis.
The debate between holistic and analytical scoring methods in second language assessment has long persisted. This book addresses the effectiveness and validity of the holistic rating scale used in China’s high-stakes CET-4 (College English Test Band 4) writing tests via systematic case study analysis.
Using a multi-phase, mixed-methods research methodology, the author creates and validates a new analytical rating scale that redefines and operationalizes critical aspects of writing assessment. Through extensive empirical evidence, including rater cognition studies, expert reviews, and Rasch-based descriptor calibration, the author reveals the limitations of holistic scoring systems and demonstrates the necessity and validity of analytical methods. The author convincingly argues that this new scoring method translates to a more transparent, fair, and diagnostic model for large-scale EFL writing assessment.
This book is an essential reference for researchers in applied linguistics, language assessment, and English language education. It also offers valuable insights for assessment specialists, test developers, and language policymakers seeking more effective evaluation frameworks.
The debate between holistic and analytical scoring methods in second language assessment has long persisted. This book addresses the effectiveness and validity of the holistic rating scale used in China’s high-stakes CET-4 (College English Test Band 4) writing tests via systematic case study analysis.
Using a multi-phase, mixed-methods research methodology, the author creates and validates a new analytical rating scale that redefines and operationalizes critical aspects of writing assessment. Through extensive empirical evidence, including rater cognition studies, expert reviews, and Rasch-based descriptor calibration, the author reveals the limitations of holistic scoring systems and demonstrates the necessity and validity of analytical methods. The author convincingly argues that this new scoring method translates to a more transparent, fair, and diagnostic model for large-scale EFL writing assessment.
This book is an essential reference for researchers in applied linguistics, language assessment, and English language education. It also offers valuable insights for assessment specialists, test developers, and language policymakers seeking more effective evaluation frameworks.
Shaoyan Zou is an associate professor at School of Foundational Education, University of Health and Rehabilitation Sciences, China. Her research interests include language assessment and evaluation, second language writing, and technology-assisted language learning. Her recent publications have appeared in Language Assessment Quarterly and Computer Assisted Language Learning.
1 Introduction 2 Literature Review 3 Conceptualizing and Measuring EFL Writing with Rating Scales: Toward a Tentative Descriptive Framework 4 Constructing the Analytic Rating Scale: Research Methods, Results and Discussion 5 Validating the Analytic Rating Scale: Research Methods, Results and Discussion 6 Conclusion
| Erscheinungsdatum | 17.09.2025 |
|---|---|
| Zusatzinfo | 39 Tables, black and white; 17 Line drawings, black and white; 17 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 530 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 1-032-96261-5 / 1032962615 |
| ISBN-13 | 978-1-032-96261-0 / 9781032962610 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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