Yoon Keumjoon · Park Youngmin The purpose of this study is to analyze the reliability of raters based on the results of the writing assessment scoring-rescoring of Korean language teachers. For this purpose, 36 Korean language teachers scored and re-scored 20 students’ writings, and they were categorized into groups based on the type of consistency according to the results of the multi-faceted Rasch analysis. As a result, 25.00% of raters showed consistency in both scoring and rescoring and 52.78% of raters showed consistency only once. In addition, 22.22% of the raters were found to have failed to maintain consistency. Looking at the reliability of scoring and rescoring, the scoring-rescoring reliability tends to be high when consistency is suitable. In case of over-fitting, the reliability of scoring and rescoring was high, but the mean difference was significant because of the difference of the severity in scoring and rescoring. In case of mis-fitting, the reliability of scoring-rescoring was the lowest. This suggests that various measures should be sought to ensure the reliability of the writing assessment.