ESL/EFL instructors' practices for writing assessment: specific purposes or general purposes?
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
A fundamental difference emerged between specific and general purposes for language assessment in the process of my interviewing 48 highly experienced instructors of ESL/EFL composition about their usual practices for writing assessment in courses in universities or immigrant settlement programs. The instructors worked in situations where English is either the majority language (Australia, Canada, New Zealand) or an international language (Hong Kong, Japan, Thailand). Although the instructors tended to conceptualize ESL/EFL writing instruction in common ways overall, I was surprised to find how their conceptualizations of student assessment varied depending on whether the courses they taught were defined in reference to general or specific purposes for learning English. Conceptualizing ESL/EFL writing for specific purposes (e.g., in reference to particular academic disciplines or employment domains) provided clear rationales for selecting tasks for assessment and specifying standards for achievement; but these situations tended to use limited forms of assessment, based on limited criteria for student achievement. Conceptualizing ESL/EFL writing for general purposes, either for academic studies or settlement in an English-dominant country, was associated with varied methods and broad-based criteria for assessing achievement, focused on individual learners’ development, but realized in differing ways by different instructors.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it