Teachers’ Perceptions of Using the EDD Checklist in ESL Academic Writing Assessment: A Qualitative Study
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This study examined how teachers perceived the use of the Empirically-derived Descriptor-based Diagnostic (EDD) checklist and its diagnostic function in English as a second language (ESL) academic writing assessment. The EDD checklist was developed by Kim (2010) as a diagnostic tool for assessing ESL students’ academic writing performance. Ten ESL teachers assessed 480 Test of English as a Foreign LanguageTM Internet-based test (TOEFL® iBT) independent essays using the EDD checklist and were then interviewed about their experience using the checklist. The results showed that teachers generally considered the checklist to be an effective diagnostic assessment tool. They appreciated the checklist’s comprehensiveness and acknowledged that it covered multiple aspects of ESL academic writing. They also commented that the breakdown of writing skills helped them know what to look for when assessing essays. However, they pointed out that the checklist was time consuming and unable to fairly measure student writing abilities without taking essay length into consideration. While teachers cautioned that an appropriate amount of diagnostic feedback should be given to students, they also acknowledged that the use of the checklist could have a positive impact on classroom instruction. Pedagogical implications of the use of the EDD checklist in ESL writing classroom instruction and assessment are discussed.
Abstract
This study examined how teachers perceived the use of the Empirically-derived Descriptor-based Diagnostic (EDD) checklist and its diagnostic function in English as a second language (ESL) academic writing assessment. The EDD checklist was developed by Kim (2010) as a diagnostic tool for assessing ESL students’ academic writing performance. Ten ESL teachers assessed 480 Test of English as a Foreign LanguageTM Internet-based test (TOEFL® iBT) independent essays using the EDD checklist and were then interviewed about their experience using the checklist. The results showed that teachers generally considered the checklist to be an effective diagnostic assessment tool. They appreciated the checklist’s comprehensiveness and acknowledged that it covered multiple aspects of ESL academic writing. They also commented that the breakdown of writing skills helped them know what to look for when assessing essays. However, they pointed out that the checklist was time consuming and unable to fairly measure student writing abilities without taking essay length into consideration. While teachers cautioned that an appropriate amount of diagnostic feedback should be given to students, they also acknowledged that the use of the checklist could have a positive impact on classroom instruction. Pedagogical implications of the use of the EDD checklist in ESL writing classroom instruction and assessment are discussed.
참고문헌 (34)
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