Expressions of Epistemic Possibility in Academic Writing in English as a Foreign Language

Epistemic possibility operates with may and interchangeably with might that introduce a direct-unobservable effect in a modalized causal relation that reveals a semantic cause-and-effect compatibility. It also operates with could to introduce a direct-unobservable cause without any authoritative evidential, may to introduce a cause derived from an authoritative (indirect-unobservable) assumption through an informal fallacy. The presence of the possibility level is reinforced by other operators. The operator possible is used to introduce a direct-unobservable cause without any help of an authoritative evidential, a direct-unobservable cause derived from an authoritative assumption through an informal fallacy, a causal relation between direct-observable evidentials as commentary on an authoritative theory after factive causality. The operator seem also introduces direct-unobservable cause, but also falsifies a prima facie perception. In addition to the epistemic uses, the same operators also indicate factivity, i.e., factive may, factive might, factive possibility, neutral-factive could. Finally, there are cases of a simultaneous use of possibility operators. Throughout the analysis of the data, epistemic possibility is characterized with non-factivity and optionality, i.e., proposing a non-factive option or an array of options. It may also be identified as presenting criticism of an assumption, criticism of the data, criticism of the ongoing learning situation, threat, and appreciation of the data. Criticism may be very salient when it is followed by a relevant suggestion

Five-Option vs Four-Option Multiple-Choice Questions

Abstract: Multiple-choice questions (MCQs) may provide test takers with three, four, or five options and are appreciated for reliability and economic scoring. Five-option MCQs demand much more energy, experience, time, and expertise and may probably be considered to be more difficult four-option and three-option MCQs. Previous studies involved a great number of questions and participants. This study investigated the difference between five-option and four-option MCQs through deletion of non-functioning distracters (NFDs) in proportion to a classroom-based test by administering 28 MCQs to two intact classes of 34 participants. The results show that there was significant difference in participants’ scores (p 0.030< 0.05), significant difference in the number of NFDs (p 0.01<0.05), no significant difference in item facility (p 0.485>0.05), and significant difference in item discrimination (p 0.01<0.05).   Classroom teachers are free to choose either the 5-option or 4-option version, depending on the purpose of the test.   Key words: five-option, four-option, non-functioning distracto

ASSESSMENT LITERACY IN PPG BATCH 2020

One of the four competencies for professional teachers is the pedagogical competency that includes the ability to assess learning outcomes. This requirement should apply to teachers enrolled in teacher certification program (PPG). PPG Batch 20, however, did not provide teachers with any module for assessment literacy. This study administered a test to explore these teachers’ assessment literacy. The finding indicates that they belonged to the unacceptable-to-inadequate levels. An updated assessment literacy module is recommended to meet the purpose of assessment-literate teachers.