An investigation of Iranian EFL teacher raters’ personality traits ‎and their ratings in rater-mediated writing performance ‎assessment

Teacher raters’ personality traits may affect the way they approach rating language learners’ written performance. The present study investigated the relationship between Iranian EFL teacher raters’ personality traits and their ratings in rater-mediated writing performance assessment. One hundred and fifty teacher raters at language institutes in Tehran rated ten essays, using analytic and holistic rating scales. Big Five Inventory and five-paragraph essays were used to collect data. The results of correlational analyses showed that teacher raters’ personality traits and their ratings were not correlated. Results of the standard multiple regression indicated that none of the personality traits could predict teacher raters’ ratings.