The study focuses on the investigation of the process during which
raters of EFL written performance make their decisions. It consists
of a pilot and a main study, each of which concentrates on
assessment of writing. The rationale is to detect the
decision-making processes that raters follow, which can be used for
training raters, and with which the reliability of rating can be
improved. The pilot study is based on data collected during a
large-scale language proficiency assessment of two age groups from
learners of English and German languages. Raters were asked to
think aloud during the rating task. Data was then transcribed and
analysed. The participants in the main study were novice raters,
who produced verbal protocols. 37 EFL teacher trainees took part in
rater training and practised think-aloud protocol production. Then,
they evaluated ten compositions written by EFL learners and
verbalised their thought processes. The verbal protocols served as
a basis for data collection. The analysis of data resulted in the
conclusion according to which more reliable and objective
assessment is possible when evaluating written performance.
General
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