Academic Writing Assessment: A Generic Encounter

• Mohammad Aghajanzadeh Kiasi ^[1]
  1. [1] Payame Noor University

     Payame Noor University

     Irán

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 27, 2017, págs. 93-106
• Idioma: inglés
• DOI: 10.30827/digibug.53954
• Títulos paralelos:
  • Evaluación de la escritura académica: Una experiencia genérica
• Enlaces
  • Texto completo (pdf)
  • Texto completo  1    2 (pdf) 
• Resumen
  • español

    Los investigadores y profesores EFL/ESL ven la evaluación de la escritura como un reto, en particular cuando se exigen varias tareas en un currículum. Teniéndolo en cuenta, ese estudio apunta cómo establecer las prioridades de evaluación de las destrezas de escritura universitarias. Para alcanzar ese objetivo, se pidió a setenta profesores universitarios iraníes, con diferentes experiencias de enseñanza, evaluar dos tareas de escritura diferentes implicando varias preguntas retóricas. El resultado de la investigación reveló detalles importantes por lo que concierne a la aproximación indiferenciada de la evaluación adoptada por los profesores. No obstante se observó una diferencia cualitativa significativa en los comentarios sobre la riqueza del contenido y la indulgencia hacia el discurso, ya que se dio el mismo nivel de importancia a cualquier tipo de tarea escrita. Ese estudio arroja luz sobre la inadecuación de la evaluación de los escritos académicos y da información fructífera a los que redactan un currículum proponiendo una reflexión sobre la educación de los profesores de idiomas extranjeros, al fin de aclarar las habilidades de evaluación de los profesores.

  • English

    EFL/ESL researchers and teachers usually find the assessment of writing as a serious challenge, especially when several writing tasks are demanded in a curriculum. Having this in mind, this study aims to see through assessment priorities given to undergraduates’ writing performances. For this aim, seventy Iranian university instructors with different teaching backgrounds were requested to assess two separate writing tasks entailing different rhetorical demands. Research findings disclosed important details of undifferentiated assessment approaches adopted by instructors. Despite a quantitatively significant difference in comments on content richness and leniency toward discourse, several writing constructs were accorded the same level of importance whatever the writing task type. This study casts fresh light on inadequacies in academic writing assessment and offers fruitful information to curriculum developers to should consider a serious rethinking of language teachers education to sharpen teachers’ assessment skills

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