Native and Non-Native Rater Approaches to Writing Evaluation in Preparatory Classes
Özet
Performance assessment in second language learning has always been problematic in
ESL/EFL communities due to its subjective nature. Writing assessment, in particular, is a
crucial element in language learning and its assessment. While various methods to enhance
reliability in writing assessment have been studied, the approaches of native and non-native
raters have not been extensively researched. This study investigates the differences
between native and non-native speaker raters’ approaches to writing assessment in a state
university preparatory class in Turkey. The raters were observed for consistency, severity,
and decision-making behaviors, with the first two showing no significant differences.
However, in terms of decision-making behavior, NNS raters were found to focus more on
organization and use of language, while NS raters emphasized content. The results indicate
that native and non-native raters generally do not differ considerably in their approach to
writing assessment. They consider similar elements and follow similar steps, with the main
differences being NNS raters' critical perspectives, the advantages and disadvantages of
being an NS/NNS rater, and the high standards of ELT education in Turkey.
