[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-199459-105":59,"doc-detail-199459-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","assessor-decision-making-while-marking-a-note-taking-listening-test-the-case-of-the-oet","Assessor decision-making while marking a note-taking listening test - The case of the OET","","This paper investigates assessor decision-making when using and applying a marking guide for a note-taking task in a specific purpose English language listening test. It examines how, despite the marking guide’s intent to define acceptable evidence of ability, assessors still apply individual interpretations when responses fall outside the guide’s provided information. Based on content analysis of stimulated recall group discussion data, it derives a taxonomy of assessor decisions and explains the bases for these decisions, informing how marking open-ended items could be improved.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessor-decision-making-while-marking-a-note-taking-listening-test-the-case-of-the-oet/199459/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessor-decision-making-while-marking-a-note-taking-listening-test-the-case-of-the-oet/199459.png","ImageObject",300,407,{"name":92,"@type":93},"Clementine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-09-04",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study?","Question",{"text":112,"@type":113},"The study examines how assessors make decisions when marking a note-taking listening task using a marking guide in a specific purpose English language test.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why can assessor decisions differ even with a marking guide?",{"text":117,"@type":113},"Because assessors may still apply their own interpretations of the construct when responses are not fully covered by the information in the marking guide.",{"name":119,"@type":110,"acceptedAnswer":120},"How is evidence for assessor decisions collected and analyzed?",{"text":121,"@type":113},"The study uses content analysis of data from a stimulated recall group discussion to derive a taxonomy of decision types.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},199459,1788506041,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},1374391974564,"https://ap-avatar.wpscdn.com/avatar/14000253aa45c000a9e?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779874745381141002","This is an Author's Accepted Manuscript of an article published in Language Assessment Quarterly, 25 May 2011, © Taylor and Francis. Available online at:  \n[http://www.tandfonline.com/doi/full/10.1080/15434303.2011.556770\\#.Us7JJ2tFC70](http://www.tandfonline.com/doi/full/10.1080/15434303.2011.556770#.Us7JJ2tFC70)  \nAssessor decision-making while marking a note-taking listening test: The case of the OET  \nLuke Harding  \nLancaster University  \nJohn Pill  \nThe University of Melbourne  \nKerry Ryan  \nInstitute for Social Research, Swinburne University of Technology  \nABSTRACT This paper investigates assessor decision-making when using and applying a marking guide for a note-taking task in a specific purpose English language listening test. In contexts where note-taking items are used, a marking guide is intended to stipulate what kind of response should be accepted as evidence of the ability under test. However, there remains some scope for assessors to apply their own interpretations of the construct in judging responses that fall outside the information provided in a marking guide. From a content analysis of data collected ina stimulated recall group discussion, a taxonomy of the types of decisions made by assessors is derived and the bases on which assessors make such decisions are discussed. The present study is therefore a departure point for further investigations into how assessor decision-making processes while marking open-ended items might be improved.  \n1. Introduction  \nWhile raters’ decision-making processes have been investigated in the context of tests of the productive skills (e.g., Brown, 2000; Cumming, Kantor, & Power, 2002; May, 2006; Milanovic, Saville, & Shen, 1996; Orr, 2002), little research has been carried out on the behaviour of raters applying marking schemes in the assessment of listening. This study was designed to investigate the nature of decision-making among human assessors on openended task types in a specific purpose English language test. It forms part of a broader project in which the authors have attempted to‘track’ a marking guide for a note-taking listening test from its inception to its eventual use among assessors. A recent study (Harding & Ryan, 2009) examined markers’ experiences while assessing Part B (presentation) of the Occupational English Test (OET) listening sub-test; the current study replicates this for Part A (consultation) of the same test.  \nThe OET – a test of English language proficiency for qualified medical and health professionals who wish to practise in an English-language context – was originally developed  \nby McNamara (see 1990a) . The test aims to ensure that candidates are prepared, in language terms, for the world of work in the professions of dentistry, medicine, nursing, pharmacy, physiotherapy, dietetics, occupational therapy, optometry, podiatry, radiography, speech pathology, and veterinary science. Historically, through its strong links with the Language Testing Research Centre at the University of Melbourne, the OET has been the focus of a number of widely cited empirical articles and theoretical papers which have emerged from within the community of Australian language testing scholars (e.g., Lumley & Brown, 1995; Lumley, Lynch, & McNamara, 1994; Lumley & McNamara, 1995; McNamara, 1990b, 1991; McNamara & Lumley, 1997) . As a result, this Australian-based testis known in the international language testing community both as a clear example of a specific purpose test of English (see Davies, 2001; Douglas, 2000), and also as an innovative performance test (see McNamara, 1996) .  \nThe OET has been used throughout Australia since the early 1990s, and is recognized by a range of accrediting boards and councils for the health professions in Australia, New Zealand and Singapore. The OET is now administered in more than 30 countries with a candidature of over 10,000 in 2009. As part of an ongoing validation program, the OET is the subject of several current projects","cbCaiuR7iKS1IDhN","https://ap.wps.com/l/cbCaiuR7iKS1IDhN","pdf",665227,21,"English","# Introduction\n## The OET listening sub-test","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study examines how assessors make decisions when marking a note-taking listening task using a marking guide in a specific purpose English language test.\"},{\"question\":\"Why can assessor decisions differ even with a marking guide?\",\"answer\":\"Because assessors may still apply their own interpretations of the construct when responses are not fully covered by the information in the marking guide.\"},{\"question\":\"How is evidence for assessor decisions collected and analyzed?\",\"answer\":\"The study uses content analysis of data from a stimulated recall group discussion to derive a taxonomy of decision types.\"}]","Assessor decision-making while marking a note-taking listening test - The case of the OET | PDF",53]