The effect of task types on raters assessing EFL speaking performance

İnan T.

in: ENGLISH LANGUAGE TEACHING IN THE 21st CENTURY: CHANGING IDENTITIES, AGENCIES, AND MINDSETS, Dr. Dilek Uygun Gökmen,aslı yılmaz ercan,dr. ışıl ruacan silahtaroğlu, Editor, marmara üniversitesi yayınları, İstanbul, pp.178-196, 2020

  • Publication Type: Book Chapter / Chapter Research Book
  • Publication Date: 2020
  • Publisher: marmara üniversitesi yayınları
  • City: İstanbul
  • Page Numbers: pp.178-196
  • Editors: Dr. Dilek Uygun Gökmen,aslı yılmaz ercan,dr. ışıl ruacan silahtaroğlu, Editor


Speaking has been one of the most difficult skills to be assessed because the cognition of the raters is

complex and uncontrollable as it takes place in raters’ minds. The study investigates what goes on in

raters’ minds during the assessment of speaking performance and potential effects of different task

types on raters. Six non-native instructors of EFL were asked to score performances of six examinees

on three different oral tasks. Then, the raters produced retrospective verbal reports on how they

rated the examinees’ performances. The findings revealed that the raters not only attended to the

criteria given in the rating scales but they also brought their own criteria into the assessment process.

Those non-rubric criteria for each task type included different aspects of assessment such as rater,

examinee or task accomplishment. The raters had some concerns over the picture description task

while favoring the extended monologue and question and answer task.