Students' voices in the evaluation of their written summaries
Empowerment and democracy for test takers
Bibliographic Data
| ID | 19380143 |
|---|---|
| Authors | Guoxing Yu (0000-0001-5997-2734, University of Bristol, corresponding author), Guoxing Yu Guoxing Yu (University of Bristol) |
| Year | 2007 |
| Volume | 24 |
| Issue | 4 |
| Pages | 539-572 |
| Publication date | 2007-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Testing (JOURNAL) |
| Journal identifiers | ISSN: 0265-5322 • E-ISSN: 1477-0946 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0265532207080780 |
| OpenAlex | W2016753351 |
| Language | EN |
| Citations received | 10 |
| References cited | 47 |
Two kinds of scoring templates were empirically derived from summaries written by experts and students to evaluate the quality of summaries written by the students. This paper reports students' attitudes towards the use of the two templates and its differential statistical effects on the judgment of students' summarization performance. It was found that a summary consistently received higher scores when judged by the popular template, regardless of the language and the language order (English then Chinese or Chinese then English) in which a summary was produced. However, the scores from the expert template were slightly better predictors of students' reading abilities as measured by FCE and TOEFL. The majority of the students strongly preferred the expert template. Their arguments centered mainly on the differences between students and experts in their language abilities and experience, their stereotypical status in educational assessment, and the dialectical interpretations of `quantity' and `quality'. Implications of these findings are discussed with specific reference to the value of involving test-takers in assessment criteria development
Automatic summarization · Language assessment · Language proficiency · Linguistics · Mathematics education · Natural language processing · Test of English as a Foreign Language · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology
Competing interests of stakeholders in a policy-driven test
Translanguaging to enhance reading comprehension among first-year medical students
Testing via news videos
The influence of summary writing on the development of reading skills in a foreign language
A Study of the EFL Writing of Chinese Learners
Self-evaluation of rater bias in written composition assessment
Examining the consistency of instructor versus large language model ratings on summary content
Test-taker insights for language assessment policies and practices
Reading to summarize in English and Chinese
Investigating the validity of an integrated listening-speaking task
Applied Multivariate Statistics for the Social Sciences
Statistical Power Analysis for the Behavioral Sciences
Communities of Practice
Toward a model of text comprehension and production.
An Analysis of Summary Protocols of University ESL Students
Cross-cultural Differences and Perceived Quality in Written Paraphrases of English Expository Prose
'Naive' native speakers and judgements of oral proficiency in Spanish
Method effects on reading comprehension test performance
Calibrating graded assessments
Modified scoring, traditional item analysis and Sato's caution index used to investigate the reading recall protocol
Analysis of native speaker performance on a cloze test
Native- and nonnative-speaking EFL teachers’ evaluation of Chinese students’ English writing
Does the testing method make a difference? The case of reading comprehension
Examining validity in a performance test
Testing meaning construction
Language assessment as social practice
Doctors’ orders for language testers
Language for Specific Purposes assessment criteria
A comparison of recall and summary protocols as measures of second language reading comprehension
Summary Writing
Teaching reading skills in a foreign language
Procedural text
Rating Scales Derived from Student Samples
Strategic Difficulties in Summarizing Texts
Using Think‐Alouds to Examine Reader‐Text Interest
Direct Instruction of Summarization Skills
The Influence of Prior Knowledge on Expert Readers' Main Idea Construction Strategies
Learning to Learn
Summary Protocols of "Underprepared" and "Adept" University Students
The organization of prose and its effects on memory
TheNative Speaker
Post-Modernism and the Social Sciences
Teaching English as Communication
| Unique citing works | 10 |
|---|---|
| Citations per year | 0.56 |
| Citation span | 2008 - 2025 (18) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 10 |