Variability and Reliability of Examiners

Abstract

This study aimed to assess the variability and reliability of examiners at a public university in Pakistan. Its primary focus was to identify the inter-rater reliability of teachers test scores to improve the testing standards by making teachers aware of their rating criteria, rating methods and their impact on the student’s final score. Data was collected from 8 teachers from the English department at a Pakistani public university and was analysed with the help of SPSS software. The study findings revealed that the teachers did not vary substantially in their overall evaluations and the interclass correlation between teachers’ ratings was 0.935 which indicates high inter-rater reliability. Moreover, a questionnaire filled out by the teachers after the scoring revealed that they hardly differed in their scoring criteria and did not vary significantly in selecting the sub skills of writing to be scored. These findings have further implications in promoting standardised assessment practices, fostering fairness and objectivity in student evaluations, and ultimately enhancing the quality and credibility of the university’s academic programs.