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Reliability and Rating

Although several studies have found assessment of integrated skills tasks can lead to reliable rating (Ascención, 2005; Gebril, 2010), the issue of scoring these performance‐based tasks remains difficult. The rubric for integrated skills assessment needs to reflect skill integration in some way unless there is a clearly dominant skill that is of primary concern, such as with stimulus tasks or thematically linked tasks that do not require a content‐responsible response. Thus, a clear definition of the role of the integrated skills and what constitutes evidence for them in the performance is needed for meaningful scoring. The example below presents a detailed rubric checklist for assessing integrated reading and writing skills.

	No evidence	Highly competent
1. Comprehends main idea in the text	1	2	3	4
2. Distinguishes details and key ideas	1	2	3	4
3. Paraphrases ideas from source text appropriately	1	2	3	4
4. Selects ideas from the source text well	1	2	3	4
5. Connects ideas from source text with own	1	2	3	4
6. Clearly develops a thesis position	1	2	3	4
7. Provides support for position	1	2	3	4
8. Follows logical organization and cohesion	1	2	3	4
9. Displays grammatical accuracy	1	2	3	4
10. Uses clear specific vocabulary	1	2	3	4

When test takers are required to draw on texts in their performance, they may copy strings of words verbatim from others or plagiarize (Cumming et al., 2005; Gebril & Plakans, 2013; Barkaoui, 2015), which makes the responses difficult to rate and affects score interpretation. For some test takers, such borrowing may be a strategy, needed because of low reading comprehension, hesitancy in expressing themselves in writing, or a lack of experience with source‐text integration (Yu, 2008; Wolfersberger, 2013). However, skills required by some types of integrated reading–writing tasks include selecting ideas from texts to include in one's writing, choosing when to paraphrase or quote from the text, and including appropriate citation. Therefore, test developers need to consider how these skills appear in the construct that integrated tasks are intended to assess. Rating rubrics need to address how to score such writing; for example, the rubric above includes the descriptor, “Paraphrases ideas from source text appropriately,” which could prompt raters to negatively appraise direct source‐text copying.

The Concise Encyclopedia of Applied Linguistics

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