| Author(s) | Ibrahim Al-Fallay |
| Affiliation | Associate Professor, Department of English , College of Arts, King Saud University, Riyadh, Saudi Arabia |
| Title | Examining the Analytic Marking Method: |
| Source | Journal of King Saud University. Languages & Translation. Volume 12, No 1. (2000/1420) |
| Abstract | The purpose of this study is to investigate closely the analytic approach to scoring composition, and to examine its usefulness as a pedagogical tool. The data of this study came ITom three different sources. First, the scores of 55 Saudi Arabian students enrolled at the Intensive English Program oftheEnglish Department in the College of Arts of King Saud University, Riyadh, Saudi Arabia, on the writing, granunar, and vocabulary sections of the Intensive English Program Proficiencyl Achievement Test (IEPP AT) were obtained. The second source of data was the scores of the same subjects on writing, reading, and granimar tests constructed by instructors of the Intensive English Program. and used as midterms and [mals. Finally, the scores of the subjects of this study on the Department's courses taught in the semester following the Intensive English Program were also obtained. The findings of this study indicate that the analytic marking method has high intra- and inter-raters reliability indices. It also indicates that a scoring grid composed of the following six features or components: content, organization, vocabulary, granunar, punctuation, and spelling is appropriate and the number of points allocated to each feature is suitable. This study found that the features of vocabulary, spelling, and organization are easier for students to deal with than the features of punctuation, content, and granunar. It was also found that there were strong relationships among the various features. The features loaded on two different factors; one is more related to competency in the foreign language and the other is more associated with general knowledge of the world. It was also found that it is possible to predict current and future performance of students on tests measuring these features. Among the recommendations of this study is that using the analytic marking schema is invaluable since the scores obtained from this approach to composition scoring could be further utilized. It is also recommended that writing instructors help their students in developing compositions with effective content. Finally, it is suggested that writing instructors examine the scores which their students obtain in these features in order to discover their students' points of weakness and strength. Remedial exercises and practices should be developed to treat students' weakness and material developers should take these points into consideration when constructing writing materials, especially for intensive programs of English as a foreign language. |
