English abstract
This study aimed at building a criterion-referenced scoring rubric for
measuring fourth-grade students' Arabic language reading loud skill and
examining its characteristics using generalizability theory. The study also
aimed at determining the reliability of the holistic scoring rubric used to
measure this skill in the Sultanate of Oman’s schools and exploring the
sources of variance affecting the reliability of students’ scores. The sample
of the study comprised of (205) first teachers and field one teachers of
Arabic language subject, as well as (200) fourth-grade students selected
through a cluster random sampling method. The performance of the
students was assessed by eight field one teachers using both holistic and
analytic scoring rubrics. This assessment took place in two basic education
schools located in the Al Dhahirah Governorate.
The study employed a design based on a partially nested structure
(P:R:S) x T. The data were analyzed using the EduG (version 6.1)
program. Results from generalizability studies revealed that the 3-way
interaction among the task, the student, and the rater was the most
influential source of variation in the reliability of students’ scores when
applying both the holistic and analytic scoring rubrics. Decision-making
studies demonstrated that the generalizability and dependability coefficients
for the holistic scoring rubric were (0.93), whereas for the analytic scoring
rubric were (0.99). Furthermore, the study found that gender did not have
a significant effect on variance components, generalizability and
dependability coefficients. The study recommended reconsidering the
holistic scoring rubric used to evaluate the reading loud skill of fourth-grade
students, so that it is developed to meet the standards that should be
present in the scoring rubrics, and the necessity of employing the analytical
scoring rubric in the basic education stage due to its distinction and ability
to measure the level of students’ performance in the reading loud skill.
Keywords: Scoring rubric, Loud reading, Arabic language, Generalizability
theory.
