A case study on instructors' perceptions of writing exam grading criteria

Abstract

This study was conducted to analyze the instructors' perceptions of the writing exam grading criteria used in the Faculty Academic English within the context of Freshman English courses at a private university in Turkey. Fifty-five instructors were involved in the study. The data were collected via quantitative and qualitative data collection instruments. Close-response items provided quantitative data and the qualitative data were derived from open-response items. The results indicate that the instructors believe the criteria help to establish standard grading across the program. However, they still have some doubts about the way the criteria are applied across the program while assessing students' writing. It is noteworthy that the instructors in this study had different perspectives and approaches while using the criteria in their own settings. Therefore, the results of this study highlight a crucial need for training the raters on how to apply any grading criteria to ensure objectivity in student assessment.