Comparing the outcomes of two different approaches to CEFR-based rating of students’ writing performances across two European countries

Abstract

Abstract This study investigated to what extent two teams of experienced raters from different European countries (Finland and Austria), using their own CEFR-based rating scale (one holistic and one analytic), agreed on the CEFR level of students’ writing performances. Both teams rated one hundred performances written by Austrian secondary school students based on two tasks. The Finnish raters (N = 3) applied a holistic CEFR-linked rating scale consisting of verbatim CEFR descriptors developed in Finland, while the Austrian team (N = 6) used an analytic CEFR-linked rating scale consisting of four criteria developed in Austria. The ratings were analysed using the Rasch model. Although there were individual differences in rater severity among both teams of raters, a clear pattern emerged from the data: The Austrian raters were slightly more lenient than the Finnish raters. Although there was a statistically significant difference in rater severity between the two groups, the actual scope of disagreement was small. Thus, overall, the two teams agreed to a large extent on the CEFR levels of the participants.