Open AccessTHE ANONYMOUS TEACHERS’ FACTORS OF ASSESSING PARAGRAPH WRITING
Author(s) -
Endah Yulia Rahayu
Publication year - 2020
Publication title -
journal of english for academic and specific purposes
Language(s) - English
Resource type - Journals
eISSN - 2622-2957
pISSN - 2615-4358
DOI - 10.18860/jeasp.v3i1.9208
Subject(s) - paragraph , writing assessment , rhetorical question , mathematics education , psychology , report writing , quality (philosophy) , perception , adjudication , computer science , pedagogy , linguistics , philosophy , epistemology , neuroscience , world wide web , library science , political science , law
Scoring writing is very subjective and mainly relies on a lot on teachers as raters. They play a significant role to meticulously carry out writing evaluations to adjudicate the linguistic and rhetorical features of their students' written responses. Based on the previous studies, the teachers’ factors of knowledge of basic writing assessment, efficacy in selecting assessment method, efficacy in scoring accuracy, and perception in practicing writing assessment can contribute a lot to the quality in teachers’ writing assessment. The 56 junior high school English teachers having at least five years of teaching experience, was invited to fill out the questionnaire and scoring paragraph writing. The results were examined with Multiple Linear Regression analysis. Amongst these factors, only the efficacy in scoring writing accuracy predicts the teachers’ scoring paragraph writing.