Language Errors Observed in Editing and Ways to Minimize Them: The Case of SMU Tes t ing Center

Abstract

The purpose of this study is to find out the errors that are encountered in the assessment tools prepared by the assessors in order to find solutions to the errors identified. In order to collect data, questionnaires and interview questions were used for qualitative and quantitative analysis, and data were put in tables and shown in percentages. The sampling procedure was based on the population of 391 exam papers and 391 assignments of term B. These were stratified by departments and 30% of the total number of the papers in each department were sampled. Accordingly, 55 exams and 55 assignments for Social Sciences, 94 exams and assignments for the Department of Agricultural Development Studies, 83 exams and assignments for the Department of Business, 58 exams and assignments for the Department of Law, 25 exams and assignments for the Department of Natural Sciences were stratified and 30% were taken and analyzed. In addition, group discussion, questionnaire and interview were employed. And, check list was used to tally each occurrence of errors and ratings of the ability of the assessors as excellent, very good, and good, and tables were used. The parameters in relation to the errors observed were: capitalization, spelling, punctuation, clarity, coherence, conciseness and agreement. In this study, quantitative and qualitative methods of analysis were used. The data were carefully analyzed and summarized. In this regard, the finding has come out with important recommendations for the assess, like seeking expertise support, enhancing their own experience through reading, using reference materials, implementing feedback given by the editor, developing interest and attitudes towards their respective jobs, sharing experiences among their colleagues, mentoring the new comers, using reference materials and adapting commitment and desire for change, were indicated. On the other hand, similar recommendations were cited for the institution (TC) to implement. To mention: provide time for the assessors to use the library, allow more time to browse the internet as the assessors are busy reading modules and making drafts of assignments, exams and project works, facilitates discussion in English at some time internals, facilitate training on writing skills, provide materials and extra sources, give due attentions when recruiting new assessors, use written exams as a criterion for an entrance.