Open AccessPractices of Examiners in Marking English Essay at HSSC Level
Author(s) -
Muhammad Ahmad Hashmi,
Muhammad Asim Mahmood,
Aamir Shehzad
Publication year - 2021
Publication title -
pakistan journal of humanities and social sciences
Language(s) - English
Resource type - Journals
eISSN - 2709-801X
pISSN - 2415-007X
DOI - 10.52131/pjhss.2021.0903.0132
Subject(s) - rubric , certificate , handwriting , psychology , sample (material) , set (abstract data type) , medical education , mathematics education , subject (documents) , curriculum , scarcity , pedagogy , medicine , computer science , library science , artificial intelligence , chemistry , algorithm , chromatography , microeconomics , economics , programming language
The present study was carried out to spot the raters’ practices in marking English essays at the intermediate level in contrast to the marking system of O-level English language assessment in Punjab, Pakistan. The preceding researchers opined that a significant number of students fail in English as a subject. To unravel, the facts a sample of 350 HSSC (Higher Secondary School Certificate) paper raters with mixed experience, academic and professional qualifications have been taken randomly from the different districts of Punjab. Many of them had worked as examiners or sub-examiner for more than 10 years. The researchers formulated, piloted, and self-administered a questionnaire by visiting their workplaces. SPSS has been used to assay the data, and results have been generated. The results deduced that HSSC paper raters never exercised any rubric. They deduct and award scores on their individual judgments about the kind/number of mistakes, length of an essay, and handwriting. There has been found a scarcity of inter-rater reliability. Further, they are self-trained and are ignorant of the objectives; set in the national curriculum for HSSC. The current study is significant as it has implications onboard officials, policymakers, and examiners, which will finally promote skill-based learning.