Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
11002197 | Studies in Educational Evaluation | 2018 | 9 Pages |
Abstract
In writing assessment, the inconsistency of teachers' scorings is among the frequently reported concerns regarding the validity and the reliability of assessment. The study aimed to find out to what extent participating in a community of assessment practice (CAP) can impact the discrepancies among raters' scorings. Adopting one group pretest-posttest design, patterns in the teachers' scoring judgments were explored based on both quantitative and qualitative data. The results indicate significant increase in the degrees of agreement in the teachers' differential scorings showing changes in their severity tendencies for structural variety, lexical accuracy, organization and mechanics criteria while their scoring judgements on structural accuracy, task achievement, and lexical variety criteria had low levels of agreement.
Keywords
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Meral Seker,