Scoring rubrics are known to be effective for assessing writing for both testing and classroom teaching purposes. How raters interpret the descriptors in a rubric can significantly impact the subsequent final score, and further, the descriptors may also color a rater’s judgment of a student’s writing quality. Little is known, however, about how peer raters use a teacher-developed scoring rubric in English as a Foreign Language (EFL) writing contexts. In the current study, Many-Facet Rasch Measurement (MFRM) was applied to examine a scoring rubric for EFL writing and analyze the severity and consistency in rating behaviors between teachers and peer raters. The findings revealed four key points: (1) students’ writing skills can be differentiated by this scoring rubric which measured the construct as expected; (2) four rating criteria were reasonably designed, but the scoring bands were not wide enough to separate students’ writing ability; (3) teachers were stricter raters than student peers, but both showed a central tendency effect; and (4) teachers had outstanding intra-rater reliability, while peers showed higher inter-rater reliability. The findings provide some evidence for the reliability and internal validity of the scoring rubric and indicate that teachers could use it for assessing EFL writing; however, the scoring bands would need to be broadened to be applied to a broader range of students’ writing levels. Implications for introducing scoring rubrics in peer-mediated assessment for teaching writing, developing scoring rubrics in EFL writing assessment, and using MFRM to evaluate scoring rubrics are discussed.
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I would like to especially thank the handling editor, Dr. Peng Peng, who provided valuable suggestions that facilitated two rounds of revisions and I feel obliged to his professionalism. I am also grateful to Dr. Ling Shi, Dr. Paul Stapleton, and four anonymous reviewers for their detailed and incisive comments on earlier drafts of the paper.
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Scoring rubrics for teacher- and peer-mediated assessment
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Li, W. Scoring rubric reliability and internal validity in rater-mediated EFL writing assessment: Insights from many-facet Rasch measurement. Read Writ 35, 2409–2431 (2022). https://doi.org/10.1007/s11145-022-10279-1