Validating Analytic Rating Scales

A Multi-Method Approach to Scaling Descriptors for Assessing Academic Speaking

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Bilingual Education, Teaching, Language Arts
Cover of the book Validating Analytic Rating Scales by Armin Berger, Peter Lang
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Author: Armin Berger ISBN: 9783653960426
Publisher: Peter Lang Publication: December 11, 2015
Imprint: Peter Lang GmbH, Internationaler Verlag der Wissenschaften Language: English
Author: Armin Berger
ISBN: 9783653960426
Publisher: Peter Lang
Publication: December 11, 2015
Imprint: Peter Lang GmbH, Internationaler Verlag der Wissenschaften
Language: English

This book presents a unique inter-university scale development project, with a focus on the validation of two new rating scales for the assessment of academic presentations and interactions. The use of rating scales for performance assessment has increased considerably in educational contexts, but the empirical research to investigate the effectiveness of such scales is scarce. The author reports on a multi-method study designed to scale the level descriptors on the basis of expert judgments and performance data. The salient characteristics of the scale levels offer a specification of academic speaking, adding concrete details to the reference levels of the Common European Framework. The findings suggest that validation procedures should be mapped onto theoretical models of performance assessment.

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This book presents a unique inter-university scale development project, with a focus on the validation of two new rating scales for the assessment of academic presentations and interactions. The use of rating scales for performance assessment has increased considerably in educational contexts, but the empirical research to investigate the effectiveness of such scales is scarce. The author reports on a multi-method study designed to scale the level descriptors on the basis of expert judgments and performance data. The salient characteristics of the scale levels offer a specification of academic speaking, adding concrete details to the reference levels of the Common European Framework. The findings suggest that validation procedures should be mapped onto theoretical models of performance assessment.

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