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This article discusses the relationship between subjective evaluation and objective measures of ESL writing proficiency. The objective measures used in this study accounted for 84% of the variance of subjective grades assigned to a sample of ESL compositions at the intermediate level. The relationship between the statistical procedures used in this study and the subjective grading mechanism are discussed, and a funnel model of subjective grading of ESL writing proficiency is proposed.
Taco Justus Homburg (Thu,) studied this question.
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