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<p><span style="background-color:rgb(255,255,255);color:rgb(51,51,51);">This study examines&nbsp;the interaction effect between rater groups and tasks on evaluating EFL&nbsp;learners’ written performances. Fifty raters took part in this study. The experienced&nbsp;rater group (n=25) and the novice rater group (n=25) judged sixty essays (30 narratives and 30 argumentative writing modes) written by third-year English&nbsp;students. Raters’ decision-making behaviours, in terms of scores assignment and&nbsp;written comments, were diagnosed based on different quantitative and&nbsp;qualitative tools. Scores were analysed based on FACETS to examine the effects&nbsp;of rater-task&nbsp; interaction on raters’ severity and internal consistency and the&nbsp;analytic scale’s functionality. Qualitative data were also analysed to diagnose&nbsp;which aspects of writing were deemed more important than others across rater&nbsp;groups and task types. The analysis revealed that both raters and tasks were&nbsp;substantially influential factors. The majority of expert raters displayed more&nbsp;severity in assessing narrative essays than argumentative essays. Different&nbsp;qualitative judgments are also detected across raters and tasks due to rating&nbsp;experience and task requirements. The findings of this study reflected&nbsp;implications not only for testing learners’ writing proficiency but also for&nbsp;test validation research in the task-based writing performance assessment&nbsp;field.</span></p>

ltf.2021.04.03.pdf

Original Research 

ltf.2021.04.03.xml

Rater-task interaction effects on testing EFL learners’ written performances