Jang, Eun Ju・Park, Young Min The purpose of this study was to examine writing assessment ac- cording to raters’ career length and gender. A total of 83 teachers were asked to rate essays written by students following completion guidelines in an empathizing task. The results showed that writing assessments dif- fered by teachers’ career length and by assessment criteria, and that as- sessments changed based on the gender of both the students and raters, thus revealing gender bias and same-sex depreciation. These outcomes suggest the following: First, teachers should control writing task criteria. Second, rater gender should be controlled in large-scale writing assess- ments. Lastly, teachers should examine and reflect on their own writing assessment skills even if they have sufficient teaching experience.