Flavio Lötscher
Research Subjects
Flavio Lötscher has a total of 5 co-authors. Here are the top co-authors by number of shared publications:
- Jens Möller
Institute for Psychology of Learning and Instruction, Kiel University, Kiel, Germany
2 shared publications - Julian F. Lohmann
Leibniz Institute for Science and Mathematics Education
2 shared publications - Ruth Trüb
University of Applied Sciences and Arts Northwestern Switzerland, Basel, Switzerland
2 shared publications - Stefan Daniel Keller
Pädagogische Hochschule Zürich, Zürich, Schweiz
2 shared publications - Fynn Junge
Institute for Psychology of Learning and Instruction, Kiel University, Kiel, Germany
1 shared publication
Latest Publications
- Open Access
- 7 October 2026
- Published by Elsevier in Applied Studies in Innovative Learning and Teaching
- Vol. 3
Color-based signaling of argumentative elements: An empirical analysis of its impact on the assessment of EFL argumentative essays
- 7 October 2026
- Published by Elsevier in Applied Studies in Innovative Learning and Teaching
- Vol. 3
Open AccessColor-based signaling of argumentative elements: An empirical analysis of its impact on the assessment of EFL argumentative essays
- Open Access
- 20 September 2026
- Published by Elsevier in SSRN Electronic Journal
Reducing Halo Effects in Elementary School EFL Writing Assessment: The Impact of Halo Prompts
Assessing texts from pupils learning English as a foreign language at elementary school poses various challenges, one being the distorting influence of orthography, vocabulary and punctuation on the assessment of other criteria. With a pre-post control group design, this study investigated whether the existence of these halo effects can be confirmed, and whether they can be reduced through repeated halo prompts. 284 pre-service teachers assessed six texts each, three in the pre-test and three in the post-test. The texts were randomly drawn from a larger text sample from a sixth-grade corpus. Participants were randomly assigned to one of three experimental groups (receiving halo prompts cautioning against orthography-, vocabulary- or punctuation-induced halo effects) or to the control group (neutral prompt). Multi-level regression analyses showed that orthography- and vocabulary-induced halo effects exist and that they could be significantly reduced by the interventions. Including halo prompts in the assessment process can therefore help to improve the quality of the assessment. The occurrence of punctuation-induced halo effects could not be confirmed. Teachers, teacher educators and language testing professionals should be aware that orthography and vocabulary can distort EFL writing assessment at elementary school level, and that awareness of this bias can reduce its impact.
- 20 September 2026
- Published by Elsevier in SSRN Electronic Journal
Open AccessReducing Halo Effects in Elementary School EFL Writing Assessment: The Impact of Halo Prompts
Assessing texts from pupils learning English as a foreign language at elementary school poses various challenges, one being the distorting influence of orthography, vocabulary and punctuation on the assessment of other criteria. With a pre-post control group design, this study investigated whether the existence of these halo effects can be confirmed, and whether they can be reduced through repeated halo prompts. 284 pre-service teachers assessed six texts each, three in the pre-test and three in the post-test. The texts were randomly drawn from a larger text sample from a sixth-grade corpus. Participants were randomly assigned to one of three experimental groups (receiving halo prompts cautioning against orthography-, vocabulary- or punctuation-induced halo effects) or to the control group (neutral prompt). Multi-level regression analyses showed that orthography- and vocabulary-induced halo effects exist and that they could be significantly reduced by the interventions. Including halo prompts in the assessment process can therefore help to improve the quality of the assessment. The occurrence of punctuation-induced halo effects could not be confirmed. Teachers, teacher educators and language testing professionals should be aware that orthography and vocabulary can distort EFL writing assessment at elementary school level, and that awareness of this bias can reduce its impact.