Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/30689
Title: Using Inter-Rater Discourse to Trace the Origins of Disagreement: Towards Collective Reflective Practice in L2 Assessment
Contributor(s): Matthews, Joshua  (author)orcid 
Publication Date: 2023
Early Online Version: 2021-01-14
DOI: 10.1177/0033688220977373
Handle Link: https://hdl.handle.net/1959.11/30689
Abstract: 

This article explores how the analysis of inter-rater discourse can be used to support collective reflective practice in second language (L2) assessment. To demonstrate, a focused case of the discourse between two experienced language teachers as they negotiate assessment decisions on L2 written texts is presented. Of particular interest was the discourse surrounding the raters' most divergent assessment decisions, which in this case were those relating to Task Achievement. Thematic analysis indicated that rater discourse predominantly focused on explicit objective factors, primarily the L2 texts and the rating scale" however, rater discourse also focused on more subjective, rater-centred factors. The discourse surrounding these rater-centred factors was often central to the identification and resolution of rating disagreements. The paper argues that the subjective dimension of language assessment needs to be more directly and systematically reflected upon in language teaching contexts and that analysis of rater discourse, especially discourse focused on points of disagreement between raters, provides a valuable mechanism to facilitate this.

Publication Type: Journal Article
Source of Publication: RELC Journal, 54(1), p. 99-113
Publisher: Sage Publications Ltd
Place of Publication: United Kingdom
ISSN: 1745-526X
0033-6882
Fields of Research (FoR) 2020: 470306 English as a second language
470401 Applied linguistics and educational linguistics
390402 Education assessment and evaluation
Socio-Economic Objective (SEO) 2020: 160301 Assessment, development and evaluation of curriculum
160302 Pedagogy
160303 Teacher and instructor development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

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