EFL Writing Assessment Practices: Teachers’ Perspectives

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EFL Writing Assessment Practices: Teachers’ Perspectives

In classroom contexts, teachers as raters are required to assess students’, performance-based writing tasks. What criteria they use and how they rate students’, writing do not seem well understood (Lumley, 2002). Research into rating processes has been conducted widely in English as a second language (ESL) contexts (e.g. Connor-Linton, 1995, Cumming, 1990, Lumley, 2002). However, only a few studies of EFL contexts (e.g. Shi, 2001) can be found, especially in Thailand (Chinda, 2009).The purpose of this study is to explore assessment practices of teachers of writing for English major students in Thai public universities across the country. Teachers', views on assessment practices and their actual practices were investigated. A questionnaire was used to gather data about teachers’, personal and professional backgrounds as well as their views on effective writing and on marking writing. The teachers of writing were asked to complete the questionnaire online during the semesterof a writing course they were teaching at the time. This presentation will focus on findings from the ,questionnaire. Teachers’, views on effective writing and how to mark writing will be discussed.

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