Assessment criteria in a holistic scoring scale as a pedagogical tool in teaching english language argumentative essay writing in a Malaysian secondary school

This small scale study is spurred by two contrasting scenarios. On one hand, is the inundating emphasis on academic excellence in recent years that is highly prized by all parties concerned in the education fields including the students themselves. On the other hand, there are moans and groans on th...

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Main Author:	Kho, Sui Ju
Format:	Thesis
Language:	English
Published:	2006
Subjects:	L Education (General)
Online Access:	http://eprints.utm.my/id/eprint/6540/1/KhoSuiJumpMFP2006.pdf
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id	my-utm-ep.6540
record_format	uketd_dc
spelling	my-utm-ep.65402018-09-17T03:35:23Z Assessment criteria in a holistic scoring scale as a pedagogical tool in teaching english language argumentative essay writing in a Malaysian secondary school 2006-09 Kho, Sui Ju L Education (General) This small scale study is spurred by two contrasting scenarios. On one hand, is the inundating emphasis on academic excellence in recent years that is highly prized by all parties concerned in the education fields including the students themselves. On the other hand, there are moans and groans on the declining standard of English language among Malaysian students despite the fact that communicative element is constituted as one of the important components in our current approach in the teaching and learning of English language. As a result, there is a tendency for the Malaysian classrooms to gear towards examination-oriented teaching and learning. In other words, backwash effects become dominant. This study explores the possibility of using assessment criteria in a holistic scoring scale as a pedagogical tool in teaching English Language argumentative essay writing. To determine its potential, briefing sessions based on notes and checklist that contains assessment criteria derived from a holistic scoring scale used to mark essays in Malaysian secondary schools are carried out. Questionnaire is employed as the investigative tool to obtain data from selected subjects who are currently studying in Form 4 in a school in Sarawak. However, this study does not intend to make any conclusive statements about the feasibility of using assessment criteria in a holistic scoring scale as a pedagogical tool in teaching English Language argumentative essay writing. Instead, it is intended merely to look into the potential of using the aforesaid method in helping the Malaysian learners to better their performance in essay writing. 2006-09 Thesis http://eprints.utm.my/id/eprint/6540/ http://eprints.utm.my/id/eprint/6540/1/KhoSuiJumpMFP2006.pdf application/pdf en public http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:107761 masters Universiti Teknologi Malaysia,Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	L Education (General)
spellingShingle	L Education (General) Kho, Sui Ju Assessment criteria in a holistic scoring scale as a pedagogical tool in teaching english language argumentative essay writing in a Malaysian secondary school
description	This small scale study is spurred by two contrasting scenarios. On one hand, is the inundating emphasis on academic excellence in recent years that is highly prized by all parties concerned in the education fields including the students themselves. On the other hand, there are moans and groans on the declining standard of English language among Malaysian students despite the fact that communicative element is constituted as one of the important components in our current approach in the teaching and learning of English language. As a result, there is a tendency for the Malaysian classrooms to gear towards examination-oriented teaching and learning. In other words, backwash effects become dominant. This study explores the possibility of using assessment criteria in a holistic scoring scale as a pedagogical tool in teaching English Language argumentative essay writing. To determine its potential, briefing sessions based on notes and checklist that contains assessment criteria derived from a holistic scoring scale used to mark essays in Malaysian secondary schools are carried out. Questionnaire is employed as the investigative tool to obtain data from selected subjects who are currently studying in Form 4 in a school in Sarawak. However, this study does not intend to make any conclusive statements about the feasibility of using assessment criteria in a holistic scoring scale as a pedagogical tool in teaching English Language argumentative essay writing. Instead, it is intended merely to look into the potential of using the aforesaid method in helping the Malaysian learners to better their performance in essay writing.
format	Thesis
qualification_level	Master's degree
author	Kho, Sui Ju
author_facet	Kho, Sui Ju
author_sort	Kho, Sui Ju
title	Assessment criteria in a holistic scoring scale as a pedagogical tool in teaching english language argumentative essay writing in a Malaysian secondary school
title_short	Assessment criteria in a holistic scoring scale as a pedagogical tool in teaching english language argumentative essay writing in a Malaysian secondary school
title_full	Assessment criteria in a holistic scoring scale as a pedagogical tool in teaching english language argumentative essay writing in a Malaysian secondary school
title_fullStr	Assessment criteria in a holistic scoring scale as a pedagogical tool in teaching english language argumentative essay writing in a Malaysian secondary school
title_full_unstemmed	Assessment criteria in a holistic scoring scale as a pedagogical tool in teaching english language argumentative essay writing in a Malaysian secondary school
title_sort	assessment criteria in a holistic scoring scale as a pedagogical tool in teaching english language argumentative essay writing in a malaysian secondary school
granting_institution	Universiti Teknologi Malaysia,Faculty of Education
granting_department	Faculty of Education
publishDate	2006
url	http://eprints.utm.my/id/eprint/6540/1/KhoSuiJumpMFP2006.pdf
_version_	1747814670765391872

Assessment criteria in a holistic scoring scale as a pedagogical tool in teaching english language argumentative essay writing in a Malaysian secondary school

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