Student Raters’ Reflection on a L2 Writing Binary-Choice Scale in the Context of Self- and Peer-Assessment

초록

This mixed-method study analyzed and revised a binary-choice rating scale for L2 academic writing assessment in order to enlighten how students, exactly pre-service teachers, evaluate a L2 writing binary scale. As the research instrument, Kim’s (2010) rating scale, originally developed for Canadian ESL learners, was deployed for analysis and revision. Using data triangulation that included student surveys, student interviews and professional raters’ negotiation process, the researcher developed the groundwork for the revision of the Empirically Derived Dichotomous rating scale (EDD). Then, the revision was conducted by the researcher and rater feedback on the revised EDD was collected and analyzed. The findings of the current study indicates that first, for a rating scale to best function in the context of self- and peer-assessment of L2 academic writing, ambiguity that the rater would possibly encounter in the use of the rating scale should be eliminated. Secondly, the revision of a rating scale should be conducted with caution. Even though the majority of the research participants were reportedly satisfied with the revision, some mixed responses to the revision were reported.

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