Re-Training Writing Raters Online: How Does It Compare with Face-to-Face Training?.

By U. Knoch, J. Read, Janet von Randow. 2007

130 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/40388e1f21c522b794ae217250a1674189942f03

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. George Leckie
2. J. Baird
3. T. Eckes
4. U. Knoch
5. C. V. Beuningen
6. D. Ferris
7. Hossein Nassaji
8. Icy Lee

In Language and Linguistics

1. Bram Bulté
2. T. Eckes
3. U. Knoch
4. Alex Housen
5. N. Vyatkina
6. Scott Andrew Crossley
7. K. Kyle
8. Jalil Fathi

In Literature and Literary Theory

1. U. Knoch
2. Alex Housen
3. Bram Bulté
4. T. Eckes
5. Scott Andrew Crossley
6. C. V. Beuningen
7. D. Ferris
8. Hossein Nassaji

Citations in the corpus

• Reliability and validity of rubrics for assessment through writing (2010, unknown): “According to recent findings, graders’ biases have related to gender, language command, and even physical attractiveness of students (Malouff, 2008), and bias effect is accentuated when raters tend to rate unusually harshly or leniently (Knoch, Read, & Randow, 2007).”
• Operational Rater Types in Writing Assessment: Linking Rater Cognition to Rater Behavior (2012, background): “The occurrence of criterionrelated rater bias was specifically studied by Knoch et al. (2007).”
• Rater Effects on Essay Scoring: A Multilevel Analysis of Severity Drift, Central Tendency, and Rater Experience (2011, background): “This finding is consistent with the literature (Myford & Wolfe, 2009; Engelhard, 1994; Knoch et al., 2007; Eckes, 2005).”
• Conceptualizing and measuring short-term changes in L2 writing complexity (2014, background): “Raters may need training to discern complexity within inaccurate, ineloquent, and/or short or long writing productions, and to distinguish complexity from accuracy and sophisticated content (Knoch et al., 2007).”
• Diagnostic assessment of writing: A comparison of two rating scales (2009, background): “All raters have several years of experience as DELNA raters and take part in regular training moderation sessions either face-to-face or online (Elder et al., 2007; Knoch et al., 2007).”
• Diagnostic Writing Assessment: The Development and Validation of a Rating Scale (2009, background): “All raters take part in regular training sessions which are conducted throughout the year both online and faceto-face (Elder et al., 2007; Elder et al., 2005; Knoch et al., 2007).”