Assessing C2 writing ability on the Certificate of English Language Proficiency: Rater and examinee age effects.
Differentiating between advanced L2 writers at the higher levels of the Common European Framework of Reference (CEFR) presents a challenge in assessment. The distinction between descriptors at the C1 and C2 levels are fine-grained, and even native speakers of a language may not consistently achieve...
| Published in: | Assessing Writing Vol. 34; pp. 37 - 50 |
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| Format: | Article |
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Elsevier B.V.
Oct2017
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=126479090&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 126479090 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10752935 GVS jtl: Assessing Writing issn: 10752935 maglogo: N pubinfo: dt: Oct2017 vid: 34 pid: 467 pub: Elsevier B.V. artinfo: ui: 126479090 10.1016/j.asw.2017.08.004 ppf: 37 ppct: 13 formats: tig: atl: Assessing C2 writing ability on the Certificate of English Language Proficiency: Rater and examinee age effects. aug: au: Isbell, Daniel R. affil: Michigan State University, B331 Wells Hall, 619 Red Cedar Road, East Lansing, MI 48824, USA su: Writing ability testing English language ability testing Outcome-based education Inter-observer reliability Rasch models sug: subj: Writing ability testing English language ability testing Outcome-based education Inter-observer reliability Rasch models keyword: Age Argument-based validity CEFR Many-facet Rasch measurement Rater bias Rater effects ab: Differentiating between advanced L2 writers at the higher levels of the Common European Framework of Reference (CEFR) presents a challenge in assessment. The distinction between descriptors at the C1 and C2 levels are fine-grained, and even native speakers of a language may not consistently achieve them. At the same time, the CEFR has generally been conceived with the language abilities and contexts of use of adults in mind, thus making CEFR-based interpretations of young language learner’s abilities problematic. This study examines two issues in the assessment of C2-level writing in the context of the Certificate of English Language Proficiency (CELP) writing task: rater effects and examinee age. Interrater reliability and many-facet Rasch analysis showed that raters varied substantially in severity. CELP scoring procedures for rater disagreement partially mitigated severity differences. Contrary to expectations, age differentiated examinee abilities minimally and defied hypothesized ordering (i.e., that writing ability would increase with age). Additionally, some raters were found to demonstrate bias towards the youngest examinees. Specific implications for the CELP’s validity argument and broader implications for assessing young writers in CEFR terms are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2017 holdings: @attributes: islocal: N |
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