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Automated Trait Scores for "GRE"® Writing Tasks. Research Report. ETS RR-15-15
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Attali, Yigal; Sinharay, Sandip – ETS Research Report Series, 2015
The "e-rater"® automated essay scoring system is used operationally in the scoring of the argument and issue tasks that form the Analytical Writing measure of the "GRE"® General Test. For each of these tasks, this study explored the value added of reporting 4 trait scores for each of these 2 tasks over the total e-rater score.…
Descriptors: Scores, Computer Assisted Testing, Computer Software, Grammar
The Effectiveness and Efficiency of Distributed Online, Regional Online, and Regional Face-to-Face Training for Writing Assessment Raters
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Wolfe, Edward W.; Matthews, Staci; Vickers, Daisy – Journal of Technology, Learning, and Assessment, 2010
This study examined the influence of rater training and scoring context on training time, scoring time, qualifying rate, quality of ratings, and rater perceptions. One hundred twenty raters participated in the study and experienced one of three training contexts: (a) online training in a distributed scoring context, (b) online training in a…
Descriptors: Writing Evaluation, Writing Tests, Qualifications, Program Effectiveness
Validity and Fairness Implications of Varying Time Conditions on a Diagnostic Test of Academic English Writing Proficiency
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Knoch, Ute; Elder, Catherine – System: An International Journal of Educational Technology and Applied Linguistics, 2010
A number of scholars have questioned the practice of assessing academic writing in the context of a one-off language test, claiming that the time restrictions imposed in the test environment, when compared to the writing conditions typical at university, may prevent learners from displaying the kinds of writing skills required in academic…
Descriptors: Writing Tests, Language Tests, Test Validity, Interrater Reliability
Individual Feedback to Enhance Rater Training: Does It Work?
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Elder, Cathie; Knoch, Ute; Barkhuizen, Gary; von Randow, Janet – Language Assessment Quarterly, 2005
Research on the utility of feedback to raters in the form of performance reports has produced mixed findings (Lunt, Morton, & Wigglesworth, 1994; Wigglesworth, 1993) and has thus far been trialled only in oral assessment contexts. This article reports on a study investigating raters' attitudes and responsiveness to feedback on their ratings of…
Descriptors: Feedback (Response), Scripts, Test Bias, Writing Evaluation
Re-Training Writing Raters Online: How Does It Compare with Face-to-Face Training?
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Knoch, Ute; Read, John; von Randow, Janet – Assessing Writing, 2007
The training of raters for writing assessment through web-based programmes is emerging as an attractive and flexible alternative to the conventional method of face-to-face training sessions. Although some online training programmes have been developed, there is little published research on them. The current study aims to compare the effectiveness…
Descriptors: Writing Evaluation, Writing Tests, Professional Training, Interrater Reliability
Do Students Get Higher Scores on Their Word-Processed Papers? A Study of Bias in Scoring Hand-Written vs. Word-Processed Papers.
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Arnold, Voiza; And Others – 1990
In 1990, a study was conducted at Rio Hondo College (Whittier, California) to determine if readers exhibited any bias in scoring test papers that were composed on a word processor as opposed to being written by hand. The study began with the formulation of tentative pilot study questions and the development of procedures to address them. Three…
Descriptors: Bias, Community Colleges, Evaluators, Handwriting