The Impact of Raters' Experience, Topic and task Types on IELTS Speaking Task Assessment [پايان نامه لاتين]
Mojgan Khosravi Far
| Record Identifier: | 16937 |
| Title: | The Impact of Raters' Experience, Topic and task Types on IELTS Speaking Task Assessment |
| Personal Name: | Mojgan Khosravi Far |
| Studied Course: | Teaching English as a Foreign Language (TEFL) |
| Supervisor: | Dr. Masoomeh Estaji |
| College: | Humanities |
| Univercity: | Khatam |
| Degree: | Master |
| Studied Year: | 2019 |
| Abstract: | High-stakes tests have been chosen as a means of measuring proficiency and productivity. The test methods and raters are considered as two particular factors which make the assessment of speaking a real challenge. An important characteristic of oral assessment is that candidates need to produce language verbally and their real performance is assessed in terms of predetermined rating criteria. Accordingly, this study investigated the impact of raters experience, topic familiarity, and task types on IELTS speaking task assessment. In particular, this research examined novice and experienced raters criteria for rating IELTS speaking task assessment by their considering background knowledge and topic familiarity. Moreover, the impact of type of speaking task on the raters perceptions of IELTS speaking tasks assessments was investigated. To do so, 30 experienced and novice IELTS examiners were employed in this mixed-methods research . In order to collect data, an open and a close ended questionnaire, a semi structured interview, and a demographic information questionnaire were used. The quantitative data were analyzed through two-way repeated-measures Analysis of Variance (ANOVA), whose results revealed no significant difference between novice and experienced raters in terms of different background knowledge and topic familiarity. The qualitative findings, using thematic and content analysis, showed that a great majority of the raters found all assessment criteria equally significant in assessing IELTS speaking tasks. To novice raters, task 1 and task 3 of IELTS speaking was found harder; however, experienced raters believed that task 2 of IELTS speaking was more difficult for rating. Most of the raters considered the assessment of task 2 to be more difficult than the other. In conclusion, no difference was seen in the raters' assessment considering their background knowledge and experience. IELTS examiners and administrators can benefit from the findings of this study in that they can get familiar with the common criteria used in assessing speaking tasks. The suggestion of this study for further and future research are discussed in the last chapter |
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