The relation between linguistic accuracy and scoring of Swedish EFL students’ writing during a high-stakes exam

Abstract

This paper examines the effect of linguistic accuracy (e.g., the lack of form, grammatical, and lexical errors) on scoring during the high-stakes national test of English in Swedish upper secondary school. Teachers are expected to score their own students’ texts with the help of assessment instructions containing benchmark texts (i.e., texts representing different score bands). The assessment instructions and the score bands provided to guide scoring are not explicit about how accuracy should influence scores. Two research questions were answered: As measured by ordinal regression, to what extent does linguistic accuracy predict rater scores? Do the texts scored by teachers reflect the graded example texts in terms of how linguistic accuracy predicts scores? The results revealed, amongst other things, that overall frequency of errors in texts significantly predicted scores as the model explained approximately 58 % of the variance in the outcome variable according to Nagelkerke’s pseudo R-squared. Accuracy also had a similar effect on scores in texts rated by teachers as in the benchmark texts. In relation to the findings, it was concluded that accuracy may have more of an impact on scores than constructs that are more explicit components of the score bands such as lexical complexity.