Developing Consistency Among Undergraduate Graders Scoring Open-Ended Statistics Tasks

Abstract

Undergraduate graders are frequently important contributors to an instructional team in post-secondary education settings. This study set out to investigate agreement for a team of undergraduate graders as they acquired training and experience for scoring responses to open-ended tasks. Results demonstrate evidence that undergraduate graders can develop the ability to establish and sustain substantial agreement with an instructor, especially when equipped with proper training and a high-quality scoring rubric.

Supplemental materials for the preprint available by request from the first author