Development and Validation of a Diagnostic Rating Scale for Formative Assessment in a Thai EFL University Writing Classroom: A Mixed Methods Study

Abstract

Aimed at identifying learners’ strengths and weaknesses on specific skills or contents, diagnostic assessment can provide fine-grained information to formatively promote teaching, learning, and language development in an ongoing language classroom (Alderson, et al., 2015, Elder, 2017; Jang, 2012; Knoch & Macqueen, 2017; Lee, 2015). While much research has developed diagnostic tools for large-scale standardised assessment, few have constructed diagnostic instruments for low-stakes formative classroom assessment. To contribute to the existing knowledge of diagnostic language assessment (e.g., Alderson et al., 2015; Jang, 2012; Knoch, 2007, 2009a, 2009b, 2011; Lee, 2015), this PhD research aime..