A Comparison of Two Scoring Methods of Chinese University Students’ Writing in EFL Course Using MultiFacet Rasch Model

DOI

10.2991/assehr.k.220704.054How to use a DOI?

Keywords

Writing assessment; L2 writing; MultiFacet Rasch Model; scoring validity

Abstract

Writing is one of the important productive skills for second language learners. Considering the inadequacy of the research on global scoring and descriptor-based checklist scoring in college English writing tests, this paper analyzes the scoring validity of the test at four dimensions: test-takers, rater, task, and scale and bias of rater-subject and rater-dimension. Based on the data of a college English writing test, the study will also employ the MultiFacet Rasch model (MFRM) to conduct a comparative analysis and bias analysis of the two scoring methods. The study showed that rater severity varied in global and descriptor-based ratings and had high internal consistency in descriptor-based scoring. This study can provide a reference for rater training and be used as a benchmark for deciding which scoring criteria to use in the L2 writing scoring for the EFL courses in China.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article distributed under the CC BY-NC 4.0 license.

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TY  - CONF
AU  - Meng Lyu
PY  - 2022
DA  - 2022/07/11
TI  - A Comparison of Two Scoring Methods of Chinese University Students’ Writing in EFL Course Using MultiFacet Rasch Model
BT  - Proceedings of the 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022)
PB  - Atlantis Press
SP  - 298
EP  - 304
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220704.054
DO  - 10.2991/assehr.k.220704.054
ID  - Lyu2022
ER  -