In this article, we attempted to address the issues associated with these models of scoring and the problems which are due from it for our accountability system.
📌 3 Maddede Bu Makale
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Amaç & Hipotez:In comparing the high stake ESP tests administered in recent years in Iran for Master Degree and PhD levels admission purpose, a vast area of uncertainty arises as to the nature of scoring system used at the large scale for these competitive exams.
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Temel Bulgular & Veri:Where we had the modular PhD entrance exam with a prerequisite EGP Module followed by a Specific Purpose Module, the participants of our Master Degree counterpart test sat for a joint or blended EGP-ESP subtest which then was scored and reported in a composite percentile and interpreted along with other knowledge subtests against a common national norm.
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Sonuç & Katkı:In this article, we attempted to address the issues associated with these models of scoring and the problems which are due from it for our accountability system.
🔬Tür:Modelleme & Sayısal Simülasyon
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:composite percentile · joint EGP-ESP tests · scoring system
Abstract
In comparing the high stake ESP tests administered in recent years in Iran for Master Degree and PhD levels admission purpose, a vast area of uncertainty arises as to the nature of scoring system used at the large scale for these competitive exams. Where we had the modular PhD entrance exam with a prerequisite EGP Module followed by a Specific Purpose Module, the participants of our Master Degree counterpart test sat for a joint or blended EGP-ESP subtest which then was scored and reported in a composite percentile and interpreted along with other knowledge subtests against a common national norm. In this article, we attempted to address the issues associated with these models of scoring and the problems which are due from it for our accountability system.
Yekta, R. R. (2016). Issues and Remedies in Composite Scoring: A Case of Joint EGP-ESP Test. The Journal of Language Learning and Teaching, Cilt: 3 - Sayı: 2, 58–64. https://ajindex.com/articles/127704
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