Abstract
The purpose of this study is to analyze the rating severity and rating consistence based on the results obtained after appointing 52 incumbent Korean language teachers as essay evaluators and scoring them. The results confirmed in this study are as follows. First, as a result of analyzing the rating consistence of the strictness of Korean language teachers, there were 22 (42.31%) suitable evaluators, 11 non-conforming evaluators (21.15%), and 19 (36.54%) overfit evaluators. Second, as a result of analyzing the strictness of the Korean language teachers, there was a difference according to the phase in which the characteristics of the evaluator were reflected. Specifically, there was a statistically significant difference in rating severity according to gender, career, and assessment factors, but no statistically significant difference was found in rating severity according to assessment method. Strictness according to gender was found to be evaluated more strictly by female teachers than by male teachers. It was confirmed that the rating severity according to experience was evaluated most strictly by the group with more than 1 year and less than 5 years of experience. In the assessment factors, it was found that the formal and usage factors were evaluated most strictly. On the other hand, it was confirmed that the group using the error analysis type, thinking essay type, and keyword presentation type assessment method evaluated the severity according to the assessment method more rating severityously than the group using the non-formal assessment method with the same severity. Third, as a result of analyzing the rating consistence of Korean language teachers, there were differences according to the discrimination criteria. Based on the intrinsic fit index, it was found to maintain an appropriate level in all aspects of gender, career, assessment method, and assessment factors. However, based on the standardized values of the internal fit, various patterns of rating consistence were observed according to phases and sub-factors. Based on these results, it seems that it is necessary to increase the professionalism of Korean language teachers in writing assessment in essay assessment.
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