摘要：Rating accuracy is one of the fundamental standards in educational assessment to ensure the quality and integrity. Inaccuracy in academic assessment engenders negative implications towards student’s motivation and raters’ credibility. Therefore, this paper seeks to provide a discussion on rating accuracy in educational assessment based on Brunswik’s lens model. The model contends that raters’ ratings are not completed directly but through the existence of many factors including raters’ variability, rating scales and domains assessed. Raters’ idiosyncrasy is scrutinized by describing varied sources that can threaten rating accuracy. This model explains how intervening factors moderate the relationship between candidates’ capabilities and observed scores. The discussion may shed some light on the endeavors to inspire raters to be effective and uphold the values of reliable raters through the implementation of thoughtful rater training that incorporates scoring practices, exposure on rater bias and self-directed reflection. Future attempts are necessary for understanding the interaction among intervening factors that influence raters and differences of rating accuracy produced by internal and external raters.
