Rating scales act as the de facto test construct in a writing assessment, although inevitably as a simplification of the construct (North, 2003). However, it is often not reported how rating scales are constructed. Unless the underlying framework of a rating scale takes some account of linguistic theory and research in the definition of…

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…

The category of coherence in rating scales has often been criticized for being vague. Typical descriptors might describe students' writing as having 'a clear progression of ideas' or "lacking logical sequencing." These descriptors inevitably require subjective interpretation on the side of the raters. A number of researchers (Connor & Farmer,…