The document discusses scoring, grading, and giving feedback for a test. It outlines how the test will be scored, with different sections worth various percentages of the total grade. The oral interview is worth 40% and includes scores for fluency, prosody, grammar, and discourse. The writing sample is worth 20% and includes grammar and effectiveness scores. It also notes that weights and sections may be adjusted after the test. Grading considerations include cultural and institutional factors. Feedback should include letter grades, scores, comments, and conferences to help students improve.

1. SCORING, GRADING AND
GIVING FEEDBACK

2. SCORING
Decisions about scoring a test
To make matters simple, you decide to have a 100- point test:
•The oral interview will produce four sources rangin from 5 to 1 reflecting:
-Fluency
-Prosodic features
-Accuracy o target grammatical objectives.
-Discourse appropriateness.
•The writing sample has two scores ranging from 1 to 5:
-Grammar (including the correct use of so and because )
-Overall effectiveness of the message.

3. Percent of
Total Grade
Oral interview
Possible Total
Corect
40 %
4 scores, 5 to 1 range x 2 = 40
Listening
20%
10 items 2 points each =20
Reading
20%
10 items 2 points each =20
Writing
20%
2 scores, 5 t0 1 range x 2 =20
Total
100
♦After administering the test you nay decide to shift some of these weights or to make
other changes. Through it you will then obtain valuable information.
♦you will have an intuitive judgment about wether this test corectly assessed your
students. Taking notes of these impressions could be useful for revising the test in
another term.

4. GRADING
♦ How you assign letter grades to a test is a product of:
•The country, the culture, and context of the English classroom.
•Institutional expectations (most of them unwritten)
•Explicit and implicit definitions of grades that you have set forth.
•The relationship you have established with the class.
•Student expectations that have been engendered in prevoius tests and quizzes in
class
the

5. GIVING FEEDBACK
♣ A section on scoring and garading would not be complete
without some considerations of the forms in which you will offer
feedback to your students, feedback that you want to become
beneficial washback.
6. On the essay:
•scores for each element being rated
•a check list of areas needing work
•marginal and end-of-essay comments, suggestions
1. A letter grade
•a post test conference to go over work
2. A total score
•a self assessment
3. Four subscores (speaking, listening, writing, reading )
7.
4. For the listening and reading sections:
•an indication of correct/incorrect responses
•marginal comments
5. For the oral interview:
•scores for each element being rated
•a check list of areas needing work
•oral feedback after the interview
•a post interview conference to go over results