Native and Non-Native Rater Approaches to Writing Evaluation in Preparatory Classes

Abstract

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.