چکیده:
Previous research has shown that raters’ personality characteristics exert an
influence on their ratings, skewing the results and invalidating the decisions made
about students’ future life. Although the exact mechanism of these factors, their
precise effect on ratings, and the interaction between the traits and ratings are yet to
be empirically demonstrated, anecdotal evidence coupled with research findings
suggests raters’ ratings do not necessarily reflect students’ abilities and may be
affected by other construct-irrelevant variances, including personality traits. The
purpose of the present study, therefore, was to examine the extent to which some
selected personality traits would predict the ratings awarded by the raters to
students’ written performance. To that end, teacher raters rated students’ essays on
13 assessment criteria using a 5-point analytic rating scale. Big five inventory and
student essays were used to measure teacher raters’ personality traits and to collect
data. Data were computed and analysed using SPSS (version 25). Results from linear
regression showed that extroversion, agreeableness, openness, neuroticism, and
conscientiousness did not significantly contribute to the ratings. The findings
suggest that such personality factors may not account for the ratings, and rater
variability should be explained in terms of other personality variables. The
implications of the study are discussed
خلاصه ماشینی:
Although the exact mechanism of these factors, their precise effect on ratings, and the interaction between the traits and ratings are yet to be empirically demonstrated, anecdotal evidence coupled with research findings suggests raters’ ratings do not necessarily reflect students’ abilities and may be affected by other construct-irrelevant variances, including personality traits.
The purpose of the present study, therefore, was to examine the extent to which some selected personality traits would predict the ratings awarded by the raters to students’ written performance.
As such, the present study sought to answer the following research question: To what extent do raters’ personality traits (extroversion-introversion, openness, agreeableness, neuroticism, and conscientiousness) predict their ratings?
Conceptually, McCrae and Costa (1997) explained that openness as psychic means “a matter of inner experience, a mental phenomenon related to 38 Journal of Modern Research in English Language Studies 6(3),33-55 (2019) the scope of awareness or the depth and intensity of consciousness” (p.
BFI has 44 items with five categories (extroversion, agreeableness, openness to experience, conscientiousness, and neuroticism) to measure the personality trait of each rater.
2. Discussion The present study set out to examine whether personality traits of the teacher raters would predict the ratings they awarded to students’ essays.
The findings support those of Yun, Donahue, Dudley, and McFarland (2005), who focused on rater personality, rating format, and two types of feedback and found that agreeableness could not predict raters’ leniency when it came to ratees’ poor performance.
In other words, 48 Journal of Modern Research in English Language Studies 6(3),33-55 (2019) agreeable raters assigned higher ratings to the ratees’ performance.