J

• Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31. https://doi.org/10.1007/s11092-008-9068-5

• Carrillo-de-la-Pena, M. T., & Perez, J. (2012). Continuous assessment improved academic achievement and satisfaction of psychology students in Spain. Teaching of Psychology, 39(1), 45-47. https://doi.org/10.1177/0098628311430312

• Council of Europe. (2009). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.

• Eckes, T. (2005). Examining rater effects in TestDaF writing and speaking performance assessments: A many-facet Rasch analysis. Language Assessment Quarterly, 2(3), 197-221. https://doi.org/10.1207/s15434311laq0203_2

• Engelhard, G. (1994). Examining rater errors in the assesment of written Ccmposition with a Many-Faceted Rasch Model. Journal of Educational Measurement, 31(2), 93-112. https://doi.org/10.1111/j.1745-3984.1994.tb00436.x

• Erguvan, I. D., & Dunya, B. A. (2020). Analyzing rater severity in a freshman composition course using Many-Facet Rasch measurement. Language Testing in Asia, 10(1), 1-20. https://doi.org/10.1186/s40468-020-0098-3

• Fahim, M., & Bijani, H. (2011). The effects of rater training on raters’ severity and bias in second language writing assessment. Iranian Journal of Language Testing, 1(1), 1-16.

• Hack, S. (2019). How do examiners mark? An investigation of marking processes used in the assessment of extended written responses [Unpublished Doctoral dissertation]. University of Surrey.

• Han, T., & Huang, J. (2017). Examining the impact of scoring methods on the institutional EFL writing assessment: A Turkish perspective. PASAA: Journal of Language Teaching and Learning in Thailand, 53, 112-147.

• He, T. (2019). The impact of computers on marking behaviors and assessment: A many-facet Rasch measurement analysis of essays by EFL college students. SAGE Open, 9(2), 1-17. https://doi.org/10.1177/2158244019846692

• Jiminez, C. E. (2015). Middle school students’ perceptions of fairness and trust in assessment scenarios (Doctoral dissertation). University of South Carolina, US.

• Kayapınar, U. (2014). Measuring essay assessment: Intra-rater and inter-rater reliability. Eurasian Journal of Educational Research, 57, 113-136. https://doi.org/10.14689/ejer.2014.57.2

• Lang, W. S., & Wilkerson, J. R. (2008, February 7-10). Accuracy vs. validity, consistency vs. reliability, and fairness vs. absence of bias: A call for quality. Paper presented at the Annual Meeting of the American Association of Colleges of Teacher Education (AACTE). New Orleans, LA.

• Levey, D. (2020). Strategies and analyses of language and communication in multilingual and international context. Cambridge Scholars Publishing.

• Linacre, J. M. (2014). A user guide to Facets, Rasch-model computer programs. Winsteps.com

• Mahshanian, A., & Shahnazari, M. (2020). The effect of raters fatigue on scoring EFL writing tasks. Indonesian Journal of Applied Linguistics, 10(1), 1-13. https://doi.org/10.17509/ijal.v10i1.24956

• McNamara, T., Knoch, U., Fan, J., & Rossner, R. (2019). Fairness, justice & language assessment - Oxford applied linguistics. Oxford University Press.

• Meadows, M., & Billington, L. (2005). A review of the literature in marking reliability. National Assessment Agency.

• Mikre, F. (2010). The roles of assessment in curriculum practice and enhancement of learning. Ethiopian Journal of Education and Sciences, 5(2), 101-114. https://doi.org/10.4314/ejesc.v5i2.65376

• Morin, C., Black, B., Howard, E., & Holmes, S. D. (2018) A study of hard-to-mark responses: Why is there low mark agreement on some responses? Ofqual Publishing.

• Nisbet, I., & Shaw, S. (2020). Is assessment fair? SAGE Publications Ltd.

• Park, Y. S. (2011). Rater drift in constructed response scoring via latent class signal detection theory and item response theory [Doctoral dissertation]. Columbia University.

• Prieto, G., & Nieto, E. (2014). Analysis of rater severity on written expression exam using Many-Faceted Rasch Measurement. Psicológica, 35, 385-397.

• Sundqvist, P., Sandlund, E., Skar, G. B., & Tengberg, M. (2020). Effects of rater training on the assessment of L2 English oral proficiency. Nordic Journal of Modern Language Methodology, 8(10), 3-29. https://doi.org/10.46364/njmlm.v8i1.605

• Tierney, R. D. (2016). Fairness in educational assessment. In M. A. Peters (Ed.), Encyclopedia of Educational Philosophy and Theory (pp. 1-6). Springer Science+Business Media. https://doi.org/10.1007/978-981-287-532-7_400-1

• Walde, G. S. (2016). Assessment of the implementation of continuous assessment: The case of METTU University. European Journal of Science and Mathematics Education, 4(4), 534‐544. https://doi.org/10.30935/scimath/9492

• Willey, K., & Gardner, A. (2010, November 18-19). Improving the standard and consistency of multi-tutor grading in large classes [Paper presented]. ATN Assessment Conference 2010. University of Technology Sydney, Australia.

• Yan, X. (2014). An examination of rater performance on a local oral English proficiency test: A mixed-methods approach. Language Testing, 31(4), 501-527. https://doi.org/10.1177/0265532214536171CES

• Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31. https://doi.org/10.1007/s11092-008-9068-5

• Carrillo-de-la-Pena, M. T., & Perez, J. (2012). Continuous assessment improved academic achievement and satisfaction of psychology students in Spain. Teaching of Psychology, 39(1), 45-47. https://doi.org/10.1177/0098628311430312

• Council of Europe. (2009). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.

• Eckes, T. (2005). Examining rater effects in TestDaF writing and speaking performance assessments: A many-facet Rasch analysis. Language Assessment Quarterly, 2(3), 197-221. https://doi.org/10.1207/s15434311laq0203_2

• Engelhard, G. (1994). Examining rater errors in the assesment of written Ccmposition with a Many-Faceted Rasch Model. Journal of Educational Measurement, 31(2), 93-112. https://doi.org/10.1111/j.1745-3984.1994.tb00436.x

• Erguvan, I. D., & Dunya, B. A. (2020). Analyzing rater severity in a freshman composition course using Many-Facet Rasch measurement. Language Testing in Asia, 10(1), 1-20. https://doi.org/10.1186/s40468-020-0098-3

• Fahim, M., & Bijani, H. (2011). The effects of rater training on raters’ severity and bias in second language writing assessment. Iranian Journal of Language Testing, 1(1), 1-16.

• Hack, S. (2019). How do examiners mark? An investigation of marking processes used in the assessment of extended written responses [Unpublished Doctoral dissertation]. University of Surrey.

• Han, T., & Huang, J. (2017). Examining the impact of scoring methods on the institutional EFL writing assessment: A Turkish perspective. PASAA: Journal of Language Teaching and Learning in Thailand, 53, 112-147.

• He, T. (2019). The impact of computers on marking behaviors and assessment: A many-facet Rasch measurement analysis of essays by EFL college students. SAGE Open, 9(2), 1-17. https://doi.org/10.1177/2158244019846692

• Jiminez, C. E. (2015). Middle school students’ perceptions of fairness and trust in assessment scenarios (Doctoral dissertation). University of South Carolina, US.

• Kayapınar, U. (2014). Measuring essay assessment: Intra-rater and inter-rater reliability. Eurasian Journal of Educational Research, 57, 113-136. https://doi.org/10.14689/ejer.2014.57.2

• Lang, W. S., & Wilkerson, J. R. (2008, February 7-10). Accuracy vs. validity, consistency vs. reliability, and fairness vs. absence of bias: A call for quality. Paper presented at the Annual Meeting of the American Association of Colleges of Teacher Education (AACTE). New Orleans, LA.

• Levey, D. (2020). Strategies and analyses of language and communication in multilingual and international context. Cambridge Scholars Publishing.

• Linacre, J. M. (2014). A user guide to Facets, Rasch-model computer programs. Winsteps.com

• Mahshanian, A., & Shahnazari, M. (2020). The effect of raters fatigue on scoring EFL writing tasks. Indonesian Journal of Applied Linguistics, 10(1), 1-13. https://doi.org/10.17509/ijal.v10i1.24956

• McNamara, T., Knoch, U., Fan, J., & Rossner, R. (2019). Fairness, justice & language assessment - Oxford applied linguistics. Oxford University Press.

• Meadows, M., & Billington, L. (2005). A review of the literature in marking reliability. National Assessment Agency.

• Mikre, F. (2010). The roles of assessment in curriculum practice and enhancement of learning. Ethiopian Journal of Education and Sciences, 5(2), 101-114. https://doi.org/10.4314/ejesc.v5i2.65376

• Morin, C., Black, B., Howard, E., & Holmes, S. D. (2018) A study of hard-to-mark responses: Why is there low mark agreement on some responses? Ofqual Publishing.

• Nisbet, I., & Shaw, S. (2020). Is assessment fair? SAGE Publications Ltd.

• Park, Y. S. (2011). Rater drift in constructed response scoring via latent class signal detection theory and item response theory [Doctoral dissertation]. Columbia University.

• Prieto, G., & Nieto, E. (2014). Analysis of rater severity on written expression exam using Many-Faceted Rasch Measurement. Psicológica, 35, 385-397.

• Sundqvist, P., Sandlund, E., Skar, G. B., & Tengberg, M. (2020). Effects of rater training on the assessment of L2 English oral proficiency. Nordic Journal of Modern Language Methodology, 8(10), 3-29. https://doi.org/10.46364/njmlm.v8i1.605

• Tierney, R. D. (2016). Fairness in educational assessment. In M. A. Peters (Ed.), Encyclopedia of Educational Philosophy and Theory (pp. 1-6). Springer Science+Business Media. https://doi.org/10.1007/978-981-287-532-7_400-1

• Walde, G. S. (2016). Assessment of the implementation of continuous assessment: The case of METTU University. European Journal of Science and Mathematics Education, 4(4), 534‐544. https://doi.org/10.30935/scimath/9492

• Willey, K., & Gardner, A. (2010, November 18-19). Improving the standard and consistency of multi-tutor grading in large classes [Paper presented]. ATN Assessment Conference 2010. University of Technology Sydney, Australia.

• Yan, X. (2014). An examination of rater performance on a local oral English proficiency test: A mixed-methods approach. Language Testing, 31(4), 501-527. https://doi.org/10.1177/0265532214536171CES

• Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31. https://doi.org/10.1007/s11092-008-9068-5

• Carrillo-de-la-Pena, M. T., & Perez, J. (2012). Continuous assessment improved academic achievement and satisfaction of psychology students in Spain. Teaching of Psychology, 39(1), 45-47. https://doi.org/10.1177/0098628311430312

• Council of Europe. (2009). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.

• Eckes, T. (2005). Examining rater effects in TestDaF writing and speaking performance assessments: A many-facet Rasch analysis. Language Assessment Quarterly, 2(3), 197-221. https://doi.org/10.1207/s15434311laq0203_2

• Engelhard, G. (1994). Examining rater errors in the assesment of written Ccmposition with a Many-Faceted Rasch Model. Journal of Educational Measurement, 31(2), 93-112. https://doi.org/10.1111/j.1745-3984.1994.tb00436.x

• Erguvan, I. D., & Dunya, B. A. (2020). Analyzing rater severity in a freshman composition course using Many-Facet Rasch measurement. Language Testing in Asia, 10(1), 1-20. https://doi.org/10.1186/s40468-020-0098-3

• Fahim, M., & Bijani, H. (2011). The effects of rater training on raters’ severity and bias in second language writing assessment. Iranian Journal of Language Testing, 1(1), 1-16.

• Hack, S. (2019). How do examiners mark? An investigation of marking processes used in the assessment of extended written responses [Unpublished Doctoral dissertation]. University of Surrey.

• Han, T., & Huang, J. (2017). Examining the impact of scoring methods on the institutional EFL writing assessment: A Turkish perspective. PASAA: Journal of Language Teaching and Learning in Thailand, 53, 112-147.

• He, T. (2019). The impact of computers on marking behaviors and assessment: A many-facet Rasch measurement analysis of essays by EFL college students. SAGE Open, 9(2), 1-17. https://doi.org/10.1177/2158244019846692

• Jiminez, C. E. (2015). Middle school students’ perceptions of fairness and trust in assessment scenarios (Doctoral dissertation). University of South Carolina, US.

• Kayapınar, U. (2014). Measuring essay assessment: Intra-rater and inter-rater reliability. Eurasian Journal of Educational Research, 57, 113-136. https://doi.org/10.14689/ejer.2014.57.2

• Lang, W. S., & Wilkerson, J. R. (2008, February 7-10). Accuracy vs. validity, consistency vs. reliability, and fairness vs. absence of bias: A call for quality. Paper presented at the Annual Meeting of the American Association of Colleges of Teacher Education (AACTE). New Orleans, LA.

• Levey, D. (2020). Strategies and analyses of language and communication in multilingual and international context. Cambridge Scholars Publishing.

• Linacre, J. M. (2014). A user guide to Facets, Rasch-model computer programs. Winsteps.com

• Mahshanian, A., & Shahnazari, M. (2020). The effect of raters fatigue on scoring EFL writing tasks. Indonesian Journal of Applied Linguistics, 10(1), 1-13. https://doi.org/10.17509/ijal.v10i1.24956

• McNamara, T., Knoch, U., Fan, J., & Rossner, R. (2019). Fairness, justice & language assessment - Oxford applied linguistics. Oxford University Press.

• Meadows, M., & Billington, L. (2005). A review of the literature in marking reliability. National Assessment Agency.

• Mikre, F. (2010). The roles of assessment in curriculum practice and enhancement of learning. Ethiopian Journal of Education and Sciences, 5(2), 101-114. https://doi.org/10.4314/ejesc.v5i2.65376

• Morin, C., Black, B., Howard, E., & Holmes, S. D. (2018) A study of hard-to-mark responses: Why is there low mark agreement on some responses? Ofqual Publishing.

• Nisbet, I., & Shaw, S. (2020). Is assessment fair? SAGE Publications Ltd.

• Park, Y. S. (2011). Rater drift in constructed response scoring via latent class signal detection theory and item response theory [Doctoral dissertation]. Columbia University.

• Prieto, G., & Nieto, E. (2014). Analysis of rater severity on written expression exam using Many-Faceted Rasch Measurement. Psicológica, 35, 385-397.

• Sundqvist, P., Sandlund, E., Skar, G. B., & Tengberg, M. (2020). Effects of rater training on the assessment of L2 English oral proficiency. Nordic Journal of Modern Language Methodology, 8(10), 3-29. https://doi.org/10.46364/njmlm.v8i1.605

• Tierney, R. D. (2016). Fairness in educational assessment. In M. A. Peters (Ed.), Encyclopedia of Educational Philosophy and Theory (pp. 1-6). Springer Science+Business Media. https://doi.org/10.1007/978-981-287-532-7_400-1

• Walde, G. S. (2016). Assessment of the implementation of continuous assessment: The case of METTU University. European Journal of Science and Mathematics Education, 4(4), 534‐544. https://doi.org/10.30935/scimath/9492

• Willey, K., & Gardner, A. (2010, November 18-19). Improving the standard and consistency of multi-tutor grading in large classes [Paper presented]. ATN Assessment Conference 2010. University of Technology Sydney, Australia.

• Yan, X. (2014). An examination of rater performance on a local oral English proficiency test: A mixed-methods approach. Language Testing, 31(4), 501-527. https://doi.org/10.1177/0265532214536171CES