How writing teachers conduct their assessment is an important but under-researched topic in the field of language assessment. By partly adopting Cheng et al.`s (2004) survey, this mail survey study aims to fill this gap by examining how tertiary-level EFL writing teachers assess their students in basic English writing classes in Taiwan. The results indicate that the most frequently used method was paragraph writing (84%), followed by editing a piece of writing such as a sentence or a paragraph (64%), essay writing (40%), and peer assessment (36%). Teachers were also found to use an eclectic mix of methods when assessing their students, and large-scale projects such as student portfolios were used by about a quarter of the participants. The results of this study offer a glimpse into teachers` classroom assessment methods for entry-level EFL writing courses. It is hoped that more research efforts would be carried out to further our understanding of teachers` assessment methods.
- 주제 : 어문학분야 > 언어학
- 발행기관 : 범태평양 응용언어학회
- 간행물 : Journal of Pan-Pacific Association of Applied Linguistics (Journal of PAAL ), 20권 1호