EBB scale 을 적용한 초급 채점자 훈련에 관한 연구

Abstract

This exploratory study was conducted to students who did not have any professional experience in ratings to seek the potential of using empirically derived, binary choice, boundary definition (EBB) scale as a training tool and to find how they integrate assessment criteria to the EBB. For the study, the data were collected from 14 university graduate students taking an English assessment course. Students were asked to rate writing samples, to participate EBB training session, and to create EBB trees with group members. By using their EBB creations and analyzing notes from group discussions, findings emerge which provide insights into how raters evaluated sample writings and created their models into EBB scales and how the rating scale development process can be beneficial for novice rater training. Findings exhibited that raters have shown various EBB models, which reflected their understanding of the assessment. Various models supported that novice raters need a training process to establish their mental model of the target assessment. Using EBB scales have potential benefit to the novice raters especially helping them realizing their rating process and provide opportunities to share and discuss their rubric comprehension with other raters.