Data for analysis of consistency among undergraduate graders scoring open-ended statistics tasks

Undergraduate graders are frequently important contributors to the teaching 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. These data include qualitative judgments of one instructor (Rater A) and four undergraduate graders (Raters E, F, G, H) applied to student responses to four open-ended prompts about elementary statistical reasoning. The team scored several sets of student responses across 5 sessions with increasingly detailed scoring rubrics.