Consistency in Scoring Comprehension Tests A Case Study

Meriam BADRAOUI

Résumé


The purpose of this study is to find out whether EFL teachers at my school (a high school in Casablanca) score reading comprehension test items consistently. A reading comprehension test was designed and administered to a group of 20 Common Core students in a Moroccan public high school. The students’ answer sheets were coded, xeroxed and handed out to three EFL teachers to score out of 20. The scores were compiled, computed and analysed through Excel software and one-way variance ANOVA analysis. The results indicated that there were statistically significant differences among the means of the three score sets. However, the scorers’ inconsistency in measuring reading performances did not apply to all types of questions but only to high-order ones.


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