A Comparison Of Analytical And Impression Grading Methods Of Student Writings At Pre-Intermediate Level

Balık, Yeşim Yasemin

Özet

The present study was designed to investigate the effects of two scoring methods, namely analytical and impression, on the scores of the written outputs of students, then determine whether the use of analytical or impression method would result in an increase in students’ scores and motivations. The study was carried out in the fall semester of 2018-2019 academic year with two B1 classes in preparatory program at a state university. Forty-three participants took part in the study; one of the groups including twenty-one students; the other including twenty-two students. Moreover, the researcher was the instructor and the rater of the writing tasks. The study completed in four weeks, and during these weeks eight writing tasks were done and scored. One of the groups was assessed by impression method while the other group was assessed analytically with a rubric. In addition, interviews with participants were conducted to obtain qualitative data. Quantitative data were analyzed by T-Test and One-Way ANOVA through SPSS 21.0, and the qualitative data were interpreted on. The quantitative data indicated both groups had almost similar scores from each task. The results from the analyses demonstrated method of assessment had no significant effect on the scores. Moreover, all students remarked they were pleased with the type of assessment and found them motivating. However, students from the impression group stated they would have preferred a method they could reflect on their performance. This shows the features of analytical evaluation is more preferable for students and instructional purposes.

Künye

The present study was designed to investigate the effects of two scoring methods, namely analytical and impression, on the scores of the written outputs of students, then determine whether the use of analytical or impression method would result in an increase in students’ scores and motivations. The study was carried out in the fall semester of 2018-2019 academic year with two B1 classes in preparatory program at a state university. Forty-three participants took part in the study; one of the groups including twenty-one students; the other including twenty-two students. Moreover, the researcher was the instructor and the rater of the writing tasks. The study completed in four weeks, and during these weeks eight writing tasks were done and scored. One of the groups was assessed by impression method while the other group was assessed analytically with a rubric. In addition, interviews with participants were conducted to obtain qualitative data. Quantitative data were analyzed by T-Test and One-Way ANOVA through SPSS 21.0, and the qualitative data were interpreted on. The quantitative data indicated both groups had almost similar scores from each task. The results from the analyses demonstrated method of assessment had no significant effect on the scores. Moreover, all students remarked they were pleased with the type of assessment and found them motivating. However, students from the impression group stated they would have preferred a method they could reflect on their performance. This shows the features of analytical evaluation is more preferable for students and instructional purposes.