Comparison of Japanese language assessment criteria of a STEM and a Non-STEM university in the UK

Winch, Junko (2019) Comparison of Japanese language assessment criteria of a STEM and a Non-STEM university in the UK. Journal of Languages for Specific Purposes (6). pp. 69-81. ISSN 2359–9103

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Abstract

This study compares a STEM and a non-STEM British university’s Japanese marking criteria using two cultural concepts as a framework. There are movements in language teaching to focus on teaching specific purposes. The
findings show that the two types of assessment criteria, simple and detailed assessment criteria exist, which were under the influence of these two cultural concepts. Language teachers who use simple assessment criteria grade students’ work more objectively using quantitative method, whereas those who use detailed assessment criteria grade more subjectively. Language teachers who use detailed assessment criteria may have less workload marking and grading than those who use simple assessment. However, the grading quality of those who use detailed
assessment criteria may not be as consistent as that of those who use simple assessment. In addition, the emphasis on either creativity or accuracy is related to
simple or detailed assessment criteria. It is recommended to incorporate some aspects of simple assessment criteria to improve the consistency of the grading if an institution uses detailed assessment. If an institution uses simple assessment criteria, it is recommended to incorporate the clarity aspect of detailed assessment
criteria.

Item Type: Article
Schools and Departments: School of English > Sussex Centre for Language Studies
Subjects: P Language and Literature
P Language and Literature > PL Languages and literatures of Eastern Asia, Africa, Oceania
Depositing User: Junko Winch
Date Deposited: 14 Mar 2019 12:30
Last Modified: 14 Mar 2019 12:30
URI: http://srodev.sussex.ac.uk/id/eprint/82517

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