Writing portfolio assessment and inter-rater reliability at Yıldız Technical University School of Foreign Languages Basic English Department

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buir.advisorRodgers, Theodore S.
dc.contributor.authorTürkkorur, Asuman
dc.date.accessioned2016-07-01T11:02:50Z
dc.date.available2016-07-01T11:02:50Z
dc.date.issued2005
dc.departmentM.A. in Teaching English as a Foreign Languageen_US
dc.descriptionCataloged from PDF version of article.en_US
dc.description.abstractThis research study investigated the use of writing portfolios and their assessment by raters. In particular it compared the inter-rater reliability of the portfolio assessment criteria currently in use and the new portfolio assessment criteria proposed for Yıldız Technical University, School of Foreign Languages, Basic English Department. The perspectives of the participants on the portfolio assessment scheme and the criteria were also analyzed. This study was conducted at Yıldız Technical University, School of Foreign Languages, Basic English Department in the spring semester of 2005. Data were collected through portfolio grading sessions, focus group discussions and individual interviews. The participants in the study were seven English writing instructors currently working at Yıldız Technical University, School of Foreign Languages, Basic English Department. The instructors scored twelve student portfolios on two different sessions using the criteria customarily used in the institution and the new analytic criteria. Focus group discussions were held before and after the grading sessions. At the end of the grading sessions, instructors were interviewed individually. Grading sessions, focus group discussions and interviews were audiotaped and transcribed. The inter-rater reliability for both of the criteria types was calculated and found to be marginal. The results of the statistical analysis revealed that there was no difference in results of inter-rater reliability between the groups in both of the grading sessions. However, analysis of the focus group discussion and interviews indicated that instructors would appreciate some form of more standardized, analytic and reliable criteria for portfolio grading.en_US
dc.description.degreeM.A.en_US
dc.description.statementofresponsibilityTürkkorur, Asumanen_US
dc.format.extentxv, 120 leavesen_US
dc.identifier.itemidBILKUTUPB092829
dc.identifier.urihttp://hdl.handle.net/11693/29660
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectWriting portfolio assessmenten_US
dc.subjectInter-rater reliabilityen_US
dc.subjectAlternative assessmenten_US
dc.subject.lccPE1068.T8 T87 2005en_US
dc.subject.lcshEnglish language Study and teaching (Higher) Turkish speakers.en_US
dc.titleWriting portfolio assessment and inter-rater reliability at Yıldız Technical University School of Foreign Languages Basic English Departmenten_US
dc.typeThesisen_US

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M.A. in Teaching English as a Foreign Language - Master's degree