The Anonymous Teachers’ Factors of Assessing Paragraph Writing

Abstract

<p> </p><p>Scoring writing is very subjective and mainly relies on a lot on teachers as raters. They play a significant role to meticulously carry out writing evaluations to adjudicate the linguistic and rhetorical features of their students' written responses. Based on the previous studies, the teachers’ factors of knowledge of basic writing assessment, efficacy in selecting assessment method, efficacy in scoring accuracy, and perception in practicing writing assessment can contribute a lot to the quality in teachers’ writing assessment. The 56 junior high school English teachers having at least five years of teaching experience, was invited to fill out the questionnaire and scoring paragraph writing. The results were examined with Multiple Linear Regression analysis. Amongst these factors, only the efficacy in scoring writing accuracy predicts the teachers’ scoring paragraph writing.</p>

Raters’ perceptions of rating scales criteria and its effect on the process and outcome of their rating

“…The characteristics of raters in writing assessment are the idiosyncrasy that can be sought in the cognitive, attitudinal, and background variables. These factors are affected by raters’ appropriate education, training, and prior experience (Khodi, 2021 ; Kim & Lee, 2015 ; Rahayu, 2020 ). To prevent assigning inconsistent scores, concentrating properly and exclusively on evaluation of examinee’ writing performance during the rating process, and applying appropriate rating procedures, raters should receive professional training.…”