Alternatively, scoring can be undertaken according to levels of language ability. This criterion-based approach involves:


• identifying rating scales in order to assess the language; and


• considering how many stages of ability are to be incorporated into the different scales.


This criterion-based approach links back to outcomes-based planning, as outlined by Fry, Ketteridge and Marshall (2003, pp. 26–41) and as discussed in earlier chapters.


As Hughes (2003, p. 94) explains, the latter approach to scoring can be


described as analytic, and commonly involves the award of a separate score for each of a number of aspects of a task, such as lexis, grammar and coherence.


Another existing approach to scoring, known as holistic scoring, is a more impressionistic scoring involving the assignment of a single score based on overall impression. Whilst this approach has the advantage of being very rapid, it makes use of less tangible or scientific reference points and is often based on intuitive shared understandings within teams. It could therefore be challenging to apply in a principled manner in many situations.


A further consideration highlighted by Blue, Milton and Saville (2000, p. 13) relates to different ways in which marking is undertaken across different departments. Blue et al. (ibid., p. 13) make reference to a research project involving both international and home Electrical Engineering students whose written reports were marked by both EAP and Engineering staff using different criteria and returned different results. This collection of articles also makes reference to the predictive validity of test scores obtained by students taking pre-sessional courses in EAP.


Task 5


• Based on some of the details given, consider the marking queries in Figure 1 and identity what the problems may be and how these could be resolved.


• Have you ever encountered situations like this in your own working context? How did you or would you recommend improving the situation?


84


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


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