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  • Harding, Pill and Ryan (2011)

    Rights statement: The final, definitive version of this article has been published in the Journal, Language Assessment Quarterly, 8 (2), 2011, © Informa Plc

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Assessor decision-making while marking a note-taking listening test: the case of the OET

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Assessor decision-making while marking a note-taking listening test: the case of the OET. / Harding, Luke; Pill, John; Ryan, Kerry.
In: Language Assessment Quarterly, Vol. 8, No. 2, 2011, p. 108-126.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Harding, L, Pill, J & Ryan, K 2011, 'Assessor decision-making while marking a note-taking listening test: the case of the OET', Language Assessment Quarterly, vol. 8, no. 2, pp. 108-126. https://doi.org/10.1080/15434303.2011.556770

APA

Harding, L., Pill, J., & Ryan, K. (2011). Assessor decision-making while marking a note-taking listening test: the case of the OET. Language Assessment Quarterly, 8(2), 108-126. https://doi.org/10.1080/15434303.2011.556770

Vancouver

Harding L, Pill J, Ryan K. Assessor decision-making while marking a note-taking listening test: the case of the OET. Language Assessment Quarterly. 2011;8(2):108-126. doi: 10.1080/15434303.2011.556770

Author

Harding, Luke ; Pill, John ; Ryan, Kerry. / Assessor decision-making while marking a note-taking listening test : the case of the OET. In: Language Assessment Quarterly. 2011 ; Vol. 8, No. 2. pp. 108-126.

Bibtex

@article{a64ab5911f474caea1d01f393ff611e1,
title = "Assessor decision-making while marking a note-taking listening test: the case of the OET",
abstract = "This article investigates assessor decision making when using and applying a marking guide for a note-taking task in a specific purpose English language listening test. In contexts where note-taking items are used, a marking guide is intended to stipulate what kind of response should be accepted as evidence of the ability under test. However, there remains some scope for assessors to apply their own interpretations of the construct in judging responses that fall outside the information provided in a marking guide. From a content analysis of data collected in a stimulated recall group discussion, a taxonomy of the types of decisions made by assessors is derived and the bases on which assessors make such decisions are discussed. The present study is therefore a departure point for further investigations into how assessor decision-making processes while marking open-ended items might be improved. ",
author = "Luke Harding and John Pill and Kerry Ryan",
note = "The final, definitive version of this article has been published in the Journal, Language Assessment Quarterly, 8 (2), 2011, {\textcopyright} Informa Plc",
year = "2011",
doi = "10.1080/15434303.2011.556770",
language = "English",
volume = "8",
pages = "108--126",
journal = "Language Assessment Quarterly",
issn = "1543-4303",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - Assessor decision-making while marking a note-taking listening test

T2 - the case of the OET

AU - Harding, Luke

AU - Pill, John

AU - Ryan, Kerry

N1 - The final, definitive version of this article has been published in the Journal, Language Assessment Quarterly, 8 (2), 2011, © Informa Plc

PY - 2011

Y1 - 2011

N2 - This article investigates assessor decision making when using and applying a marking guide for a note-taking task in a specific purpose English language listening test. In contexts where note-taking items are used, a marking guide is intended to stipulate what kind of response should be accepted as evidence of the ability under test. However, there remains some scope for assessors to apply their own interpretations of the construct in judging responses that fall outside the information provided in a marking guide. From a content analysis of data collected in a stimulated recall group discussion, a taxonomy of the types of decisions made by assessors is derived and the bases on which assessors make such decisions are discussed. The present study is therefore a departure point for further investigations into how assessor decision-making processes while marking open-ended items might be improved.

AB - This article investigates assessor decision making when using and applying a marking guide for a note-taking task in a specific purpose English language listening test. In contexts where note-taking items are used, a marking guide is intended to stipulate what kind of response should be accepted as evidence of the ability under test. However, there remains some scope for assessors to apply their own interpretations of the construct in judging responses that fall outside the information provided in a marking guide. From a content analysis of data collected in a stimulated recall group discussion, a taxonomy of the types of decisions made by assessors is derived and the bases on which assessors make such decisions are discussed. The present study is therefore a departure point for further investigations into how assessor decision-making processes while marking open-ended items might be improved.

U2 - 10.1080/15434303.2011.556770

DO - 10.1080/15434303.2011.556770

M3 - Journal article

VL - 8

SP - 108

EP - 126

JO - Language Assessment Quarterly

JF - Language Assessment Quarterly

SN - 1543-4303

IS - 2

ER -