The Effects of Different Rater Training Procedures on ESL Essay Raters’ Rating Accuracy

Rethinasamy, Souba

doi:10.47836/pjssh.29.s3.21

Cited by 3 publications

(1 citation statement)

References 42 publications

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“…2021). It is a complex matter that needs generating ideas and reviewing texts (Rethinasamy, 2021;Teng et al, 2022), since writing such an essay needs critical thinking skills (Vögelinet al, 2019;Teng & Zhang, 2020;Khairuddin, et.al. 2021).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Effectiveness of Graphic Organizers on EFL Learners’ Writing Performance Across Different Learning Style Preference and Gender at Higher Education

Sabarun,

Widiati,

Suryati

et al. 2023

JHETP

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The research investigated the interaction effect amongst types of writing strategy (x1), learning styles (x2), and gender (x3) on writing accuracy (y) at Islamic University Students. The 70 participants consisted of three groups based on types of writing strategy: free writing (n= 34) versus graphic organizers (n=36); types of learning styles : visual (n=22) versus auditory (n=26) versus kinesthetic (n=22); and gender (x3): male (32), female (38). A three-way ANOVA test was applied in the investigation. The study revealed that an interaction effect occurred amongst three variables on average of writing accuracy at F (2, 69) =3.34, p=0.02, eta 0.10. Then, the interaction effect also occurred between writing strategy and learning styles at F (2, 69) =7.40, p=0.01; and between learning styles and gender at F (2, 69) =6.56, p=0.03. On the contrary, the interaction effect did not occur between writing strategy and gender at F (1, 69) =1.79, p=0.19. Further investigation is needed to validate the finding.

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Section: Introductionmentioning

confidence: 99%

Exploring the Effectiveness of Graphic Organizers on EFL Learners’ Writing Performance Across Different Learning Style Preference and Gender at Higher Education

Sabarun,

Widiati,

Suryati

et al. 2023

JHETP

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Feedback on teachers' text assessment: Does it foster assessment accuracy and motivation?

Jansen

Meyer

Schipolowski

et al. 2024

Zeitschrift für Pädagogische Psychologie

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Teachers' assessment of students' performance on complex tasks, such as writing, is important both for their teaching and for students' learning. Teachers must be able and motivated to assess texts correctly. According to theoretical assumptions, feedback can help promote the diagnostic competencies required to assess texts correctly, but, up until now, no empirical studies have examined the effects of accuracy feedback on teachers' assessments. We conducted an experimental study comparing the effects of two feedback interventions with a practice-only control group on teachers' assessment accuracy and motivation. Student teachers ( n = 181) and experienced teachers ( n = 114) assessed 10 students' texts in all groups. The feedback in both of the feedback groups showed the teachers a comparison between their own assessments and correct assessments. We varied the feedback presentation between one single presentation after five texts and single presentations after each of the first five texts. We measured assessment accuracy and situational interest, which conceptualizes motivation, to assess the next five texts. The results showed that feedback promoted situational interest but not assessment accuracy. We discuss why teachers found feedback interesting and under what circumstances training interventions could be useful.

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Communal factors in rater severity and consistency over time in high-stakes oral assessment

Neittaanmäki,

Lamprianou

2024

Language Testing

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This article focuses on rater severity and consistency and their relation to major changes in the rating system in a high-stakes testing context. The study is based on longitudinal data collected from 2009 to 2019 from the second language (L2) Finnishspeaking subtest in the National Certificates of Language Proficiency in Finland. We investigated whether rater severity and consistency changed over that period and whether the changes could be explained by major changes in the rating system, such as the change of lead examiner, the modus of rating and training (on-site or remote), and the composition of the rater group. The data consisted of 45 rating sessions with 104 raters and 59,899 examinees and were analysed using the Many-Facets Rasch model and generalized linear mixed models. The analyses indicated that raters as a group became somewhat more lenient over time. In addition, the results showed that the rater community and its practices, the lead examiners, and the modus of rating and training can influence the rating behaviour. Finally, we elaborate on implications for both research and practice.

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The Effects of Different Rater Training Procedures on ESL Essay Raters’ Rating Accuracy

Cited by 3 publications

References 42 publications

Exploring the Effectiveness of Graphic Organizers on EFL Learners’ Writing Performance Across Different Learning Style Preference and Gender at Higher Education

Exploring the Effectiveness of Graphic Organizers on EFL Learners’ Writing Performance Across Different Learning Style Preference and Gender at Higher Education

Feedback on teachers' text assessment: Does it foster assessment accuracy and motivation?

Communal factors in rater severity and consistency over time in high-stakes oral assessment

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