An issue for assessment quality in higher education
This study is a revised version of my PhD thesis submitted to the University of Melbourne in 2010. My interest in rater behaviour and writing assessment arose through my experience of providing essay writing assistance to tertiary students with different language backgrounds and varied levels of academic English proficiency. I wondered how, when later submitted for assessment, these essays were judged by tutors and lecturers: what assessment criteria were used, and how did these shape the assessors’ understandings of quality? Such questions eventually led me to the enquiry that forms the basis of this book.
For her supervision of my PhD research, I would like to thank Prof. Gillian Wigglesworth, who patiently guided me through the project and kept me on track, and whose insights helped me to shape the final work. I would also like to acknowledge the support of Assoc. Prof. Cathie Elder who has advised me over many years and been instrumental in my development as a researcher. I am also grateful to past and present colleagues and friends in the School of Languages and Linguistics and the Language Testing Research Centre at the University of Melbourne for providing me with opportunities, assistance and encouragement including Neomy Storch, Janne Morton, Celia Thompson, Kathryn Hill, Noriko Iwashita, Anne Isaac, Lis Grove, Annie Brown, Paul Gruba, Carsten Roever and Tim McNamara.
Finally I would like to thank several people (anonymously) at the research site for their various contributions without which the study would...
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