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The criterion-based rubric: always a good assessment method? a comparison of different methods for evaluating paraverbal elements in the oral productions of 11–12-year-old students

Abstract

This article compares three methods of evaluating paraverbal aspects in oral productions: the holistic absolute method (overall score), the analytical absolute method (scoring rubric), and the holistic comparative method (Comproved software). The study addresses three key questions: (1) What is the inter-rater reliability of each evaluation method? (2) What is the correlation between these methods? (3) What scoring discrepancies can be observed between the three methods? Each method was used to evaluate oral productions based on paraverbal criteria such as intonation, volume, and pauses. The results reveal that, contrary to expectations, the holistic absolute method showed the highest inter-rater reliability. Although significant correlations were found between the methods, notable discrepancies persisted in the evaluation of the same productions. These findings challenge the systematic use of scoring rubrics and emphasize the need to adapt evaluation methods to specific objectives, particularly for evaluating paraverbal aspects of oral productions.