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.

在高等教育场景中，本科评分员（undergraduate graders）通常是教学团队的重要组成力量。本研究旨在考察一组本科评分员在接受培训、积累开放式任务作答评分经验过程中的评分一致性状况。本数据集包含1名讲师（评分员A）与4名本科评分员（评分员E、F、G、H）针对学生作答作出的质性评分判断，这些作答对应4道围绕基础统计推理的开放式设问。该评分团队在5轮评分环节中，依托逐步细化的评分细则，完成了多组学生作答结果的评分工作。