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Lista de candidatos sometidos a examen:
1) rubric (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: rubric


Is in goldstandard

1
paper CO_ColombianAppliedLinguisticsJournaltxt9 - : To establish correlations, the Language Center Rubric (LCR) was equated to the KET speaking component as follows:

2
paper CO_ColombianAppliedLinguisticsJournaltxt286 - : The context for the proposed statistics is a fictional diagnostic test of speaking. The example is that two teachers teaching the Level III Speaking Skills Course want to determine the speaking level of their 30 new students. To conduct this assessment, they use an interview format with a rubric that comprises these criteria: fluency, pronunciation, discourse management, grammar accuracy and vocabulary control .

3
paper CO_ColombianAppliedLinguisticsJournaltxt286 - : * Calculate the agreement coefficient and kappa for consistency. These two statistics help present the extent of the agreement between two test administrations, two raters, or two score-based decisions such as pass and fail. In the aforementioned diagnostic test example, suppose the two teachers assessed each student at the same time, so each student received two scores. If the agreement coefficient is 70%, the two teachers made the same decisions (pass or fail) in 70% of the cases (21 students). The performance of the other 30% (9 students) needs to be revised. If kappa, a detailed calculation for consistency, is 85%, the agreement level between the two teachers is very high (^[90]Fulcher, 2010). Consistency in this scenario can be interpreted as the two teachers using the rubric accurately: They understood the constructs (e .g. grammar accuracy, fluency) and assessed them fairly while they heard students speaking during the interview.

4
paper CO_Lenguajetxt152 - : Being a mixed-methods study, both quantitative and qualitative tools were used to gather information from participants: an analytical rubric for sample assessment and a questionnaire to gather participants’ perceptions about the tutoring process. Each of the 16 students had to write a first and final version of four different academic texts (i.e. descriptive, reflective, expository and argumentative). Both versions were assessed using a five-point analytical rubric comprising the following writing features: Discourse, organization, syntax, conventions and vocabulary, as previously implemented by ^[94]Marulanda and Martinez (2017 ). This rubric allowed the professor and tutors to identify structural and form irregularities in each of the written products, making the grading process more reliable, and therefore, enabling the collection of errors with more specificity. Furthermore, qualitative data was obtained through a questionnaire comprising Likert-scale and open questions where

5
paper CO_Íkalatxt106 - : The following rubric will be used by your instructor to evaluate your participation in the Discussion boards:

6
paper corpusLogostxt69 - : The present study is developed based on an action- research design. ^[56]Mills (2007) defines action research as, “a systematic inquiry conducted by teacher researchers in the teaching learning environment” (p. 5). The author adds that the main steps of an action research design are: (1) to identify an area of focus, (2) to collect data, (3) to analyse and interpret data and (4) develop an action plan. Along these lines, this research relates to classroom dynamics, specifically students’ writing process in English as a foreign language. The researcher, in this case the teacher together with the students, identified a specific problem, concerning students’ writing ability. Some of the problems emerged from the application and analysis of a diagnose test applied in the context of a regular class of English. This test was assessed with an analytic rubric, which considered the following aspects: task completion, content and ideas, use of English, coherence and cohesion . Some of the weaknesses

7
paper corpusSignostxt356 - : Abstract: The current study provides a descriptive analysis of the orthographic performance of Chilean children that attend public schools. In order to address the recurrent errors, a total of 250 narrative texts from students of 3rd -, 5th- and 7th grade were collected. Stories were obtained from a topic-continuing written prompt. To analise the errors, a rubric was created considering the following error categories: omission of accent marks, erroneous use of spelling (b/v ; s/c/z; h), hyposegmentation, and omission or commission of syllables and/or letters. The rubric was based on the linguistic norm and on the phonologic simplification phenomenon. An analysis of frequencies and an Index of errors related to total written words showed that the orthographic errors occurred in 17% of written words. These errors were normally attested in frequently used words such as verbs ‘haber’, ‘hacer’ and ‘estar’ In addition, most recurrent errors relate to the omission of accent marks (mostly in last

Evaluando al candidato rubric:


2) errors: 7 (*)
4) teachers: 5
5) agreement: 4 (*)
6) speaking: 4 (*)
7) assessed: 4
13) omission: 3 (*)

rubric
Lengua: eng
Frec: 85
Docs: 32
Nombre propio: 1 / 85 = 1%
Coocurrencias con glosario: 4
Puntaje: 4.782 = (4 + (1+4.8073549220576) / (1+6.4262647547021)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
rubric
: 23. Mansoor, I., & Grant, S. (2002). A writing rubric to assess ESL student performance [Electronic version]. Adventures in Assessment, 14, 33–38. (ERIC Document Reproduction Service No. ED 482885).
: 33. Picón, E. (2007). Rubric: A scoring device to enhance fair assessment. Cartilla pedagógica para la formación de maestros en ejercicio. Medellín, Colombia: Escuela de Idiomas, Universidad de Antioquia.
: 35. Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment and Evaluation in Higher Education, 35, 435–448. doi:10.1080/02602930902862859
: Aulet, T., Moore, J., Callas, P., Nicholas, C. & Hulme, M. (2020). Trust me: Validating an assessment rubric for documenting clinical encounters during a surgery clerkship clinical skills exam. The American Journal of Surgery. doi: 10.1016/j.amjsurg.2018.12.055.
: Cyr, P., Smith, K., Broyles, I. & Holt, C. (2014). Developing, evaluating and validating a scoring rubric for written case reports. International Journal of Medical Education, 5, 18-23. doi: 10.5116/ ijme.52c6.d7ef.
: Guanfang, C. (2012). Measuring authorial voice strength in L2 argumentative writing: the development and validation of an analytic rubric. Language Testing, 30(2), 201-230.
: Wald, H., Borkan, J., Taylor, J., Anthony, D. y Reis, S. (2012). Fostering and Evaluating Reflective Capacity in Medical Education: Developing the REFLECT Rubric for Assessing Reflective Writing. Academic Medicine , 87(1), 41-50. doi: 10.1097/ACM.0b013e31823b55fa.