영작문 상황에서의 표절 측정의 신뢰성 연구Measuring plagiarism in the second language essay writing context
- Authors
- 이호
- Issue Date
- 2006
- Publisher
- 한국영어어문교육학회
- Keywords
- plagiarism; writing assessment; 표절; 영어쓰기 평가
- Citation
- 영어어문교육, v.12, no.1, pp 221 - 238
- Pages
- 18
- Journal Title
- 영어어문교육
- Volume
- 12
- Number
- 1
- Start Page
- 221
- End Page
- 238
- URI
- https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/29241
- ISSN
- 1226-2889
- Abstract
- This study investigates the reliability of plagiarism measurement in the ESL essay writing context. The current study aims to address the answers to the following research questions: 1) How does plagiarism measurement affect test reliability in a psychometric view? and 2) how do raters conceive the plagiarism in their analytic scoring? This study uses the mixed-methodology that crosses quantitative-qualitative techniques. Thirty eight international students took an ESL placement writing test offered by the University of Illinois. Two native expert raters rated students' essays in terms of 5 analytic features (organization, content, language use, source use, plagiarism) and made a holistic score using a scoring benchmark. For research question 1, the current study, using G-theory and Multi-facet Rasch model, found that plagiarism measurement threatened test reliability. For research question 2, two native raters and one non-native rater in their email correspondences responded that plagiarism was not a valid analytic area to be measured in a large-scale writing test. They viewed the plagiarism as a difficult measurement are. In conclusion, this study proposes that a systematic training program for avoiding plagiarism should be given to students. In addition, this study suggested that plagiarism is measured reliably in the small-scale classroom test.
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Collections - College of Education > Department of English Education > 1. Journal Articles
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