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Peer reviewedStuhlmann, Janice; Daniel, Cathy; Dellinger, Amy; Denny, R. Kenton; Powers, Taylor – Reading Psychology, 1999
Investigates whether training raters to interpret the scoring dimensions on a rubric would increase reliability. Compares two groups of kindergarten and first-grade teachers: one group with training, one without. Finds that training increases raters' abilities to reliably interpret scoring items. (SC)
Descriptors: Childrens Writing, Comparative Analysis, Generalizability Theory, Grade 1
