Proficiency and Educational Standing as Predicates of EFL Teachers’ Approach for Different Writing Evaluation Standards

Evaluation of language skills is an essential part of language learning and training procedure. It has commonly beenassumed that rater-related parameters such as training background, population,opinions,teaching approaches,andheterogeneous students can greatly impact the stress they put on the evaluation of writing quantities. Thus, the presentstudy was conducted to investigate the effect of proficiency and educational standing as predicates of EFL teachers’approach for different writing evaluation standards. In relation to this point, 60 EFL teachers were elected as ratersbased on the data gathered from the demographic questionnaire. Data were collected from three sequentialquestionnaires: Background information Questionnaire, Writing evaluation standards Questionnaire, and open-endedquestionnaire. Chi-square test was run to mark the difference between the performance of two groups of raters withdifferent years of teaching proficiency and educational standings. The results of the findings indicated that, there wasno salient difference between skilled and amateur EFL teachers in their approach for writing evaluation standards.

Keywords:

Proficiency , EFL Teacher , Educational Standing , Evaluation , Rater , Rubrics , Test