ERIC Number: ED422349
Record Type: Non-Journal
Publication Date: 1998-Apr
Reference Count: N/A
Rater, Domain, and Gender Influences on the Assessed Quality of Student Writing Using Weighted and Unweighted Scoring.
Gyagenda, Ismail S.; Engelhard, George, Jr.
The purpose of this study was to examine rater, domain, and gender influences on the assessed quality of student writing using weighted and unweighted scores. Twenty rates were randomly selected from a group of 87 operational raters contracted to rate essays as part of the 1993 field test of the Georgia High School Writing Test. All of the raters rated the complete set of 375 essays written by high school students. Each essay was scored on four domains and a statewide committee assigned the following judgmental weights (in parentheses) to each of the domains: content/organization (4); style (2); conventions (2); and sentence formation (2). The total scores and domain scores in the unweighted and weighted forms were dependent variables, while rater and gender were the independent variables. Results from the analysis of variance and multivariate analysis of variance analyses indicated significant rater and gender differences using both weighted and unweighted domain and total scores. The univariate rate/gender interaction effect was not significant, but the multivariate rater/gender effect was significant. (Contains 2 tables, 7 figures, and 34 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia