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Comparing confidence-based and conventional scoring methods: The case of an English grammar class | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| مقاله 6، دوره 33، شماره 4، خرداد 2015، صفحه 123-152 اصل مقاله (281.91 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2015.3105 | ||
| نویسندگان | ||
| Masoomeh Salehi* 1؛ Firooz Sadighi2؛ Mohammad Sadegh Bagheri2 | ||
| 1Islamic Azad University, Shiraz Branch | ||
| 2Islamic Azad University, Shiraz Branch, English Department | ||
| چکیده | ||
| This study aimed at investigating the reliability, predictive validity, and self-esteem and gender bias of confidence-based scoring. This is a method of scoring in which the test takers receive a positive or negative point based on their rating of their confidence in an answer. The participants, who were 49 English-major students taking their grammar course, were given 8 multiple-choice tests during the semester. These tests were scored both conventionally and in a confidence-based manner, and the reliabilities of these two score sets were compared. Each score set was correlated with the final exam scores to compare their predictive validity. Gender and self-esteem bias of the confidence-based scores of the eight tests were also calculated. The results showed that there was no difference between the reliabilities of the two sets of scores. Confidence-based scores had better predictive validity than conventional scores, but this difference was not significant. Confidence-based scores were not biased against a specific gender and specific levels of self-esteem. The conclusion is that confidence-based scoring is as good as conventional scoring and the choice between these two scoring methods depends on the teacher’s discretion and the teaching context. | ||
| کلیدواژهها | ||
| confidence-based assessment؛ summative assessment؛ scoring method | ||
| مراجع | ||
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