Bursa Uludağ Üniversitesi Yabancı Diller Yüksekokulu İngilizce Hazırlık Bölümü'nde İngilizce yazılı anlatım becerisini ölçmek üzere geliştirilen çok boyutlu notlandırma ölçeğinin güvenirlik ve geçerliliği

Considering the contextual and other validity-related concerns related to the analytic rubric in use for the performance assessment of EFL writing proficiency at Bursa Uludağ University, School of Foreign Languages, Intensive English Program (BUU-SFL-IEP), the purpose of this research is to develop a theoretically-based and an empirically-validated multi-trait writing rubric which may serve to measure writing proficiency more validly and reliably. Validation requires the evaluation of an instrument through a variety of quantitative and qualitative forms of evidence to support inferences from test scores. Hence, pure mixed-methods research approach is utilized in this study through the application of both qualitative and quantitative methods. In the quantitative phase, teacher-raters rated student essays using the new rubric, and Many Faceted Rasch Measurement (MFRM) analysis revealed that it was statistically reliable and valid. The qualitative phase explored the teacher-raters' perspectives on the efficacy of the new rubric. The findings support the quantitative findings indicating that all participants were satisfied with the new rubric. Finally, the study offers suggestions and guidance for other EFL contexts in Turkey that use high-stakes performance assessment.