Rater Dominance in Discussion as a Resolution Method

Autor/in	Ahmadi, Alireza
Titel	Rater Dominance in Discussion as a Resolution Method
Quelle	In: Taiwan Journal of TESOL, 17 (2020) 1, S.141-165 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-9448
Schlagwörter	Evaluators; Interrater Reliability; Discussion; Discourse Analysis; Speech Communication; Scoring; Context Effect; Second Language Learning; English (Second Language); Foreign Countries; Doctoral Students; Teacher Education Programs; Student Evaluation; Language Teachers; Language Tests; Iran; Test of English as a Foreign Language; International English Language Testing System + Suchen Sie Ihr Suchwort? Interrater-Reliabilität; Diskussion; Diskursanalyse; Bewertung; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schulnote; Studentische Bewertung; Language teacher; Sprachunterricht; Language test; Sprachtest; Language tests; Englisch
Abstract	Rater subjectivity has long been an intriguing topic. The use of discussion as a resolution method is a practical way to reduce this subjectivity. However, the efficacy of discussion depends on whether different raters get equally engaged in it or one rater tends to dominate others. This study investigated whether and how rater dominance occurs in discussion. To this end, three discussion sessions in which five Iranian raters negotiated to resolve discrepancies in rating were analyzed. Findings indicated raters were "unequally" engaged in discussions, so rater dominance obviously existed. However, it did not necessarily display itself in more turn-takings, a higher amount of speech or changes in scoring. The joint construction of discourse was found to affect raters' understanding of the rating criteria and scoring method. This in turn played a key role in how dominance was realized. The findings illuminate the complexity of rater dominance as a highly context-dependent issue. (As Provided).
Anmerkungen	National Chengchi University Department of English. 64 Sec 2 ZhiNan Road, Wenshan District, Taipei 11605, Taiwan, R.O.C. Tel: 886-2-2938-7248; Fax: 886-2-2939-0510; e-mail: tjtesol@nccu.edu.tw; Web site: http://www.tjtesol.org/index.php/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01