Do experience and text quality matter for raters' decision-making behaviors?

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dc.authorid/0000-0002-6948-0423
dc.authoridRazi, Salim/0000-0003-2136-4391
dc.contributor.authorSahan, Ozgur
dc.contributor.authorRazi, Salim
dc.date.accessioned2025-01-27T20:29:13Z
dc.date.available2025-01-27T20:29:13Z
dc.date.issued2020
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThis study examines the decision-making behaviors of raters with varying levels of experience while assessing EFL essays of distinct qualities. The data were collected from 28 raters with varying levels of rating experience and working at the English language departments of different universities in Turkey. Using a 10-point analytic rubric, each rater voice-recorded their thoughts through think-aloud protocols (TAPs) while scoring 16 essays of distinct text qualities and provided brief score explanations. Data collected from TAPs were analyzed by using a coding scheme adapted from Cumming, Kantor, and Powers (2002). The results revealed that text quality has a larger effect than rating experience on raters' decision-making behaviors. In addition, raters prioritized aspects of style, grammar, and mechanics when rating low-quality essays, but emphasized rhetoric and their general impressions of the text for high-quality essays. Furthermore, low-experienced raters differed more in their behaviors while assessing scripts of distinct qualities than did the medium- and high-experienced groups. The findings suggest that raters' scoring behaviors might evolve with practice, resulting in less variation in their decisions. As such, this research provides implications for developing strategy-based rater training programs, which might help to increase consistency across raters of different experience levels.
dc.description.sponsorshipInternational Research Foundation for English Language Education (TIRF)
dc.description.sponsorshipThe authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The first author received financial support for the research from The International Research Foundation for English Language Education (TIRF; tirfonline.org) as a doctoral dissertation grant (DDG).
dc.identifier.doi10.1177/0265532219900228
dc.identifier.endpage332
dc.identifier.issn0265-5322
dc.identifier.issn1477-0946
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85078490076
dc.identifier.scopusqualityQ1
dc.identifier.startpage311
dc.identifier.urihttps://doi.org/10.1177/0265532219900228
dc.identifier.urihttps://hdl.handle.net/20.500.12428/22872
dc.identifier.volume37
dc.identifier.wosWOS:000509648000001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSage Publications Ltd
dc.relation.ispartofLanguage Testing
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20250125
dc.subjectEFL writing assessment
dc.subjectraters' decision-making behaviors
dc.subjectrating experience
dc.subjecttext quality
dc.subjectthink-aloud protocols
dc.titleDo experience and text quality matter for raters' decision-making behaviors?
dc.typeArticle

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