Investigating the effect of classroom-based feedback on speaking assessment: a multifaceted Rasch analysis

Abstract Due to subjectivity in oral assessment, much concentration has been put on obtaining a satisfactory measure of consistency among raters. However, the process for more might not result valid decisions. One matter that is at core both reliability and validity assessment rater training. Recently, multifaceted Rasch measurement (MFRM) adopted address problem bias inconsistency scoring; however, no research incorporated facets test takers’ ability, raters’ severity, task difficulty, group expertise, scale criterion category, version together piece along with their two-sided impacts. Moreover, little investigated how long training effects last. Consequently, this study explored influence program feedback by having 20 raters score production produced 300 test-takers three phases. The results indicated can lead degrees interrater diminished measures severity/leniency, biasedness. it will into total unanimity, except making them self-consistent. Even though higher internal raters, cannot simply eradicate individual differences related characteristics. That is, experienced due idiosyncratic characteristics, did benefit as inexperienced ones. This also showed outcome endure term after training; thus, requires ongoing throughout rating period letting regain consistency.