• Journal of Korean language education
• /
• v.29 no.1
• /
• pp.85-108
• /
• 2018

This study pointed out the reality that many novice Korean language teachers who lack rater training are scoring the learners' writing skill. The study performed and analyzed a case where pre-service teachers were educated in order to explore the possibility of promoting rater training in a Korean language teacher training course. The pre-service teachers majoring in Korean language education at the graduate school scored TOPIK compositions and were provided feedback by the FACETS program, which were further discussed at the rater meeting. In three scoring processes, the raters scored with conscious of own rating patterns and showed positive change or over correction due to excessive consciousness. Consequentially, ongoing training can improve rating ability, and considering the fact that professional rater training is hard to progress, the method composed of FACETS analysis and rater training revealed positive effects. On the other hand, the rater training including native Korean and non-native(Chinese) speakers together showed no significant difference by mother tongue but by individual difference. This can be interpreted as a positive implication to the rating reliability of non-native speakers possessing advanced Korean language abilities. However, this must be supplemented through extended research.

• The Journal of Korean Physical Therapy
• /
• v.23 no.4
• /
• pp.45-51
• /
• 2011

Purpose: To determine the correct measurement methods of the ankle joint complex range of motion for measuring the neutral position and evaluate the rater reliability. In addition, the impact of training on the rater reliability was also assessed. Methods: The subjects were eleven healthy women, who were evaluated by two physical therapists and one physical therapist recorded the results of the study. Standard goniometer was used as the measurement tool. The ankle and subtalar joint neutral position and the active range of motion of the ankle and subtalar joint were measured. Intra-rater reliability and inter-rater reliability measures were analyzed with intraclass correlation coefficients. Results: Intra-rater reliability and inter-rater reliability ranged from high to medium for the neutral position of the ankle joint complex. Intra-rater reliability for dorsiflexion and plantarflexion measurements was medium, while the inter-rater reliability was high. The range of motion of the subtalar joint was measured, and the intra-rater reliability and inter-rater reliability were low and medium, respectively Also, the intra-rater reliability was increased with formal training of the measurement techniques. Intra-rater reliability was reduced in case the raters had not undertaken the training. Conclusion: In summary, the results obtained with the measurement tools and joint measurement of position, indicate the consistency of repeated measurements made by the same observers. Under the same circumstances along with repetition of the same measurement technique during training caused an increase in the rater reliability of formally trained raters.

• The Journal of the Korean dental association
• /
• v.58 no.5
• /
• pp.284-291
• /
• 2020

This study analyzed the change in the rater reliability based on the student's practice evaluation process conducted at Yonsei University College of Dentistry. Through this, we suggest the significance of the rater calibration training in the student's practical evaluation of dental college. Nine professors from the department of Conservative Dentistry, Yonsei University College of Dentistry, analyzed the results of class II restoration cases twice in 2017 and once in 2018. Intra Class Correlation (ICC) which is a statistic used to determine the consistency of raters with three or more scores, was also calculated. ICC values increased as raters participated in rater calibration meetings and grading experiences. This shows that the rater reliability is related to the grading experience and feedback from calibration meeting. Based on the results of previous studies that grading experiences and rater calibration training can cause a meaningful change in rater behavior, we propose to conduct rater calibration training to ensure the evaluator reliability.

• English Language & Literature Teaching
• /
• v.16 no.1
• /
• pp.123-142
• /
• 2009

The present study used multi-faceted Rasch measurement to explore the characteristics and bias patterns of non-native raters when they scored L2 writing tasks. Three raters scored 254 writing tasks written by Korean university students on two topics adapted from the TOEFL Test of Written English (TWE). The written products were assessed using a five-category rating scale (Content, Organization, Language in Use, Grammar, and Mechanics). The raters only showed a difference in severity with regard to rating categories but not in task types. Overall, the raters scored Grammar most harshly and Organization most leniently. The results also indicated several bias patterns of ratings with regard to the rating categories and task types. In rater-task bias interactions, each rater showed recurring bias patterns in their rating between two writing tasks. Analysis of rater-category bias interaction showed that the three raters revealed biased patterns across all the rating categories though they were relatively consistent in their rating. The study has implications for the importance of rater training and task selection in L2 writing assessment.

• KIEAE Journal
• /
• v.12 no.3
• /
• pp.69-75
• /
• 2012

Developing reliable measures of the environment is important to increase our understanding of the environmental effects on walking among seniors. As a preliminary study for developing an instrument for measuring walkability of seniors' environment, the purpose of this study are to identify important assessment indicators associated with seniors' walking and to test their reliability using inter-rater and intra-rater reliability methods. A set of assessment indicators was identified through literature review, and field studies by trained raters were conducted in three senior centers located in Seongnam area in order to test reliability of the audit tool. The results indicated high percent agreement for most indicators and overall 91.6% and 86.1% of items assessed had good or medium inter-rater and intra-rater reliability, respectively. The reliable assessment indicators would provide reliable data for use in community-based audits of built environment in relation to walking among older adults. The findings showed that the indicators of aesthetics had lower reliability compare to safety, convenience, and access. Rater training with various images would improve rater agreement while reduce rater bias.

• Journal of Korean language education
• /
• v.28 no.1
• /
• pp.173-196
• /
• 2017

Writing is a subjective and performative activity. Writing ability has multi-facets and compoundness. To understand the examinees's writing ability accurately and provide effective writing scores, raters first ought to have the competency regarding assessment. Therefore, this study is significant as a fundamental research about rater's characteristics on the TOPIK writing assessment. 150 scripts of the 47th TOPIK examinees were selected randomly, and were further rated independently by 20 raters. The many-facet Rasch model was used to generate individualized feedback reports on each rater's relative severity and consistency with respect to particular categories of the rating scale. This study was analyzed using the FACETS ver 3.71.4 program. Overfit and misfit raters showed many difficulties for noticing the difference between assessment factors and interpreting the criteria. Writing raters appear to have much confusion when interpreting the assessment criteria, and especially, overfit and misfit teachers interpret the criteria arbitrarily. The main reason of overfit and misfit is the confusion about assessment factors and criteria in finding basis for scoring. Therefore, there needs to be more training and research is needed for raters based on this type of writing assessment characteristics. This study is recognized significantly in that it collectively examined writing assessment characteristics of writing raters, and visually confirmed the assessment error aspects of writing assessment.

• Journal of Preventive Medicine and Public Health
• /
• v.48 no.5
• /
• pp.239-248
• /
• 2015

Objectives: The purpose of this study was to assess the inter-rater reliability and intra-rater reliability of medical record review for the detection of hospital adverse events. Methods: We conducted two stages retrospective medical records review of a random sample of 96 patients from one acute-care general hospital. The first stage was an explicit patient record review by two nurses to detect the presence of 41 screening criteria (SC). The second stage was an implicit structured review by two physicians to identify the occurrence of adverse events from the positive cases on the SC. The inter-rater reliability of two nurses and that of two physicians were assessed. The intra-rater reliability was also evaluated by using test-retest method at approximately two weeks later. Results: In 84.2% of the patient medical records, the nurses agreed as to the necessity for the second stage review (kappa, 0.68; 95% confidence interval [CI], 0.54 to 0.83). In 93.0% of the patient medical records screened by nurses, the physicians agreed about the absence or presence of adverse events (kappa, 0.71; 95% CI, 0.44 to 0.97). When assessing intra-rater reliability, the kappa indices of two nurses were 0.54 (95% CI, 0.31 to 0.77) and 0.67 (95% CI, 0.47 to 0.87), whereas those of two physicians were 0.87 (95% CI, 0.62 to 1.00) and 0.37 (95% CI, -0.16 to 0.89). Conclusions: In this study, the medical record review for detecting adverse events showed intermediate to good level of inter-rater and intra-rater reliability. Well organized training program for reviewers and clearly defining SC are required to get more reliable results in the hospital adverse event study.

• The Journal of Internal Korean Medicine
• /
• v.34 no.3
• /
• pp.231-239
• /
• 2013

Objectives : This study was performed to evaluate inter-rater and intra-rater reliability of interpretation and reproducibility of a pulse analyser (MAXMAC27-Plus). Methods : 38 of 40 volunteers completed the pulse analysis consecutively. Three Korean medical doctors who had at least 2 years of clinical experience interpreted the pulse waves for 3 aspects of size, depth and shape, then inter-rater reliability and crude agreement was obtained. Reinterpretation was done 2 weeks later and intra-rater reliability and crude agreement was obtained. Intra-rater reliability and crude agreement between 1st and 2nd measurement was calculated. Cohen's weighted kappa for size, Cohen's kappa for depth and shape were used as statistical analysis. Results : Inter-rater reliability of size, depth and shape among 3 raters was 0.598, 0.604, and 0.312, respectively, showing moderate to substantial agreement. Average intra-rater reliability between 1st and 2nd interpretation of size, depth and shape was 0.806, 0.705, and 0.638, respectively, showing substantial to almost perfect agreement. However, intra-rater reliability between consecutive measurements of size, depth and shape was 0.221, 0.121, and 0.194, respectively, which showed only poor to fair agreement. Conclusions : Intra-rater and inter-rater reliability of one pulse wave showed relatively high concordance. Training by a clinical expert may effect better concordance among raters. Test-retest reliability showed poor agreement. Improvement of measurement technique and device performance will be needed.

• English Language & Literature Teaching
• /
• v.13 no.2
• /
• pp.91-108
• /
• 2007

This study investigates learners' perception on their engagement in rating activities in the EFL essay-writing context. The current study aims to address the answers to the following research questions: 1) What attitude do students show about their participation in the rating tasks? and 2) which of three aspects (e.g. the degree of rating experience, the exposure to English composition instruction and learning, and proficiency level) significantly influences learners' rating activities? 104 EFL learners participated in the rater training session. After participants finished rater training session, they rated three sample essays and peer essays using the given scoring guide. Based on the analysis of survey responses that students made, students showed positive attitude toward their engagement in rating tasks. For research question 2, only L2 writing proficiency seriously affected students' perception on the rating tasks. Advanced level of subjects did not feel stressed by a grade of peers as low level of subjects did. They were also critical about the benefits of self- and peer-assessment, suggesting that a peer's feedback on their own essay was not so useful and that a self-rating does not fully help learners identify their writing proficiency.

• Speech Sciences
• /
• v.11 no.4
• /
• pp.129-141
• /
• 2004

An auditory-perceptual evaluation has long been utilized in assessing dysarthric speech. The process involves subjective judgement and the results might vary depending on clinical experiences or training of listeners. This study aimed to investigate reliability of the auditory-perceptual evaluation of 22 multi -dimensional variables on 6 patients with Parkinsonian speech disorders. Listeners were divided into two groups: one consisted of 6 speech therapists with clinical experiences for three years or more, and the other 6 graduate students without any previous clinical background. The results showed that the former evaluated dysarthric speech with higher inter-rater and intra-rater reliabilities than the latter. Furthermore, such speech variables as 'precise consonant: 'speech intelligibility: and 'SMR regularity' were more influenced than others by clinical experiences. We, therefore, postulated that a reliable auditory-perceptual evaluation of dysarthric speech may require adequate amount of clinical training of listeners.