Table 7 Implementing strategies to minimise the inconsistency factors
Factors | Strategies | |||
|---|---|---|---|---|
Conducting a preliminary review | Conducting a marking calibration | Creating well-defined criteria in a rubric for examiners | Providing a clear instruction along with a scoring rubric to students | |
Unknown levels of language proficiency of the entire class | ∕ | ∕ |  |  |
Influence of previously assessed clips on scoring | ∕ | ∕ | ∕ |  |
Complexity of the rubric |  | ∕ | ∕ |  |
Limited accessibility and universality of the chosen topic |  |  |  | ∕ |
Examiners’ lack of familiarity with a student’s accent | ∕ |  |  |  |
Lack of clarity in the rubric |  | ∕ | ∕ |  |
Poor recording quality |  |  |  | ∕ |