From the 2024 academic year, summary writing tasks have been introduced into the writing section of Grades 2 and above of EIKEN, one of Japan's most widely taken English proficiency tests. As a result, English classes in secondary education have increasingly incorporated instruction on English summary writing. Since summary writing integrates multiple skills and represents a key aspect of academic literacy, it is essential for secondary students and university-level English learners. However, English summarization is widely recognized as challenging due to its diverse abilities and skill requirements. An analytic scoring rubric, which facilitates feedback provision, is particularly useful for educational purposes. Nonetheless, ensuring scoring reliability remains a significant challenge. This study reports on the revised rater training protocol aimed at enhancing inter-rater reliability, developed based on feedback from raters during summarization training described in Kato (2025). It also examines the use of an analytic scoring rubric, initially developed by Kato (2024), in rater training sessions and presents the findings of reliability verification. Through this research, I will show the current state of assessing summaries in educational settings where English teachers with diverse backgrounds, such as Japanese English teachers, ALTs, and expert and novice teachers, are present. I will also make proposals for how to assess summaries properly.

Authors:
Makiko Kato, Tohoku University, Japan

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Posted by James Alexander Gordon

Last updated: 2023-02-23 23:45:00

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