Assessing the content of learners' compositions is a common practice in second language (L2) writing assessment. However, the construct definition of content in L2 writing assessment potentially underrepresents the target competence in content and language integrated learning (CLIL), which aims to foster not only L2 proficiency but also critical…

It is widely believed that human rating performance is influenced by an array of different factors. Among these, rater-related variables such as experience, language background, perceptions, and attitudes have been mentioned. One of the important rater-related factors is the way the raters interact with the rating scales. In particular, how raters…

In language performance tests, raters are important as their scoring decisions determine which aspects of performance the scores represent; however, raters are considered as one of the potential sources contributing to unwanted variability in scores (Davis, 2012). Although a great number of studies have been conducted to unpack how rater…

This 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 variation in performance assessment can impact test-takers' scores and compromise assessments' fairness and validity (Crooks, Kane, & Cohen, 1996). Rater variation can also undermine a test's validity and fairness; therefore, it is important to investigate raters' scoring patterns in order to inform rater training. Substantial work has…

This study is an attempt to classify raters according to their weighting patterns and explore systematic differences between rater types in the rating process. In the context of an EFL speaking test, 126 raters were classified into three types--form-oriented, balanced, and content-oriented--through cluster analyses of their weighting patterns…

This study used think-aloud protocols to compare essay-rating processes across holistic and analytic rating scales in the context of China's College English Test Band 6 (CET-6). A group of 9 experienced CET-6 raters scored the same batch of 10 CET-6 essays produced in an operational CET-6 administration twice, using both the CET-6 holistic…

This article reports on an investigation of the role raters' language background plays in raters' assessment of test takers' speaking ability. Specifically, this article examines differences between American and Indian raters in their scores and scoring processes when rating Indian test takers' responses to the Test of English as a Foreign…

Think-aloud protocols (TAPs) are frequently used in research on essay rating processes. However, there are very few empirical studies of the completeness of TAP data and the effects of this technique on rater performance (i.e., rating processes and outcomes). This study aims to start to address this research gap. As part of a larger study on rater…

Various factors contribute to variability in English as a second language (ESL) essay scores and rating processes. Most previous research, however, has focused on score variability in relation to task, rater, and essay characteristics. A few studies have examined variability in essay rating processes. The current study used think-aloud protocols…

This paper analyses how two multicompetent speakers engage with protocolling, i.e. verbalising their thoughts, while writing in two languages different from their first. The study explores how procedure- and language-related episodes of awareness affect both the writing process itself and the written product. The research draws on current issues…