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| Author: | Brown, G.T.L. |
| Title: | The validity of examination essays in higher education: Issues and responses |
| Journal: | Higher education quarterly
2010 : JUL, VOL. 64:3, p. 276-291 |
| Index terms: | higher education examinations students learning evaluation |
| Language: | eng |
| Abstract: | A well-established means of evaluating student learning in higher education is using of timed essay examinations (henceforth as: e-es). The essay scoring reliability is highly problematic. It seems that grades of e-es. are highly dependent on language and organizational components of writing. Computer-assisted essay scoring utilizes language features and has demonstrated strong similarity to human ratings. Examiner behaviour studies show that attention to content and language features contributes to grading decisions. However, the validity of e-es. grades may be weakened by an overemphasis on language aspects. Alternative approaches are suggested to the standard essay prompt which should raise the validity of essay tasks and scoring in higher education. |
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