Chapter 7: Marking, grading and the assessment of EAP for learning


This chapter will:


• highlight the importance of a principled approach to marking and scoring.


• introduce and discuss the concept of assessment for learning.


You will have the opportunity to: • explore some approaches to marking and scoring EAP assessments. • consider some of the challenges in assessing EAP. • look at ways to improve your own scoring and grading procedures.


A principled approach to marking and scoring


Marking, grading and the process of giving feedback are key competencies in the process of EAP assessment. Fulcher and Davidson (2007, p. 91) describe the importance of scoring by explaining that the test score is the link between the evidence we elicit from the task on the one hand, and the construct and subject domain on the other. Fulcher and Davidson (2007, pp. 91–114) also clarify the signifi cance of a principled approach to the process of scoring, given the different nature of reasons and requirements for testing. In some situations, where the objective of testing is predominantly formative in nature, the key objective may be to provide feedback to students, whereas, in other situations, there may be higher stakes where grades are used to draw further inferences or for gate- keeping purposes.


Task 1


• Consider your own EAP assessments and which different situations require different approaches to the scoring and awarding of marks.


• Which of your assessments require particular grades? Has this been affected recently by changes to visa requirements and UK Visas and


Immigration (UKVI) policy? 80 Chapter 7: Marking, grading and the assessment of EAP for learning


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