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영어

This study examines how different types of rubrics affect pre-service teachers’ assessment expertise in writing assessment. The current study has three research questions: 1) Is there a significant difference in the reliability coefficient between assessment conducted with a task-specific rubric and assessment done with a general rubric? 2) Does peer assessment in which various types of rubrics are used show acceptable psychometric reliability? 3) How do pre-service teachers perceive their rating activities? Sixty-five pre-service teachers participated in this study. Each carried out the rater training program, wrote six types of English essays, rated his or her partner’s essays with the given rubrics, and responded to the questionnaire with items measuring whether subjects were self-confident regarding the accuracy of their ratings and how they perceived their participation in the ratings. The results show that the reliability values were higher when raters used a task-specific rubric than when they employed a general rubric. Facets analysis revealed that peer raters were marked as misfit raters. Finally, survey analysis showed that the difficulty level of essays affected subjects’ perceptions of the accuracy of their ratings.