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The impact of background characteristics on rater severity in a cross-discipline composition assessment.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The impact of background characteristics on rater severity in a cross-discipline composition assessment./
作者:	Riemer, Deborah K.
面頁冊數:	1 online resource (171 pages)
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Educational evaluation. -
電子資源:	click for full text (PQDT)
ISBN:	9781321742381

The impact of background characteristics on rater severity in a cross-discipline composition assessment.
Riemer, Deborah K.

The impact of background characteristics on rater severity in a cross-discipline composition assessment. - 1 online resource (171 pages)

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This study investigated the extent to which rater background variables influenced rater inclinations towards severity or leniency when evaluating students' performance on six composition criteria. The raters in this study were faculty members within the context of a university online classroom environment. Participants included 144 faculty members, representing multiple and diverse programs from four university colleges, who evaluated and scored the performance of 3,149 students on select integrated classroom assessments. The raters utilized an electronic rubric to score and record student performance. The subjective nature of performance evaluations, however, may undermine the validity of the resulting assessment data. A systematic source of measurement error can be attributed to rater bias, and more specifically the level of severity or leniency by which raters score student performance. Not so clear, however, is the source of such rater bias. This study sought to determine whether certain rater characteristics impacted a tendency towards severity or leniency when scoring performance assessments. The rater background variables studied were gender, nationality, educational attainment, teaching experience, academic discipline, and linguistic background. This study was guided by validity theory and situated within the context of the online classroom environment. The quantitative analysis utilized FACETS software and the multifaceted Rasch methodology to provide measurements of rater severity and leniency. The results indicated that approximately 33% of the total faculty-student variance could be explained by rater bias. Further analysis indicated a significant degree of bias in approximately 4.2% of all faculty-student interactions, with 79.5% of those on the more severe end of the spectrum. The gender, educational attainment, and teaching experience of participants indicated no significant influence on severity and leniency. Nationality and linguistic background could not be measured due to the homogeneity of the demographic information collected for these variables. Academic discipline, on the other hand, indicated a significant (p<0.05) influence on bias when considering faculty members from the business and management discipline, suggesting a tendency towards leniency. While further study is warranted, implications for discipline-specific bias could necessitate modifications to curriculum and assessment development, methods for student evaluations, and development opportunities for faculty.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781321742381Subjects--Topical Terms:

555501
Educational evaluation.
Index Terms--Genre/Form:

554714
Electronic books.

The impact of background characteristics on rater severity in a cross-discipline composition assessment.
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520 $a This study investigated the extent to which rater background variables influenced rater inclinations towards severity or leniency when evaluating students' performance on six composition criteria. The raters in this study were faculty members within the context of a university online classroom environment. Participants included 144 faculty members, representing multiple and diverse programs from four university colleges, who evaluated and scored the performance of 3,149 students on select integrated classroom assessments. The raters utilized an electronic rubric to score and record student performance. The subjective nature of performance evaluations, however, may undermine the validity of the resulting assessment data. A systematic source of measurement error can be attributed to rater bias, and more specifically the level of severity or leniency by which raters score student performance. Not so clear, however, is the source of such rater bias. This study sought to determine whether certain rater characteristics impacted a tendency towards severity or leniency when scoring performance assessments. The rater background variables studied were gender, nationality, educational attainment, teaching experience, academic discipline, and linguistic background. This study was guided by validity theory and situated within the context of the online classroom environment. The quantitative analysis utilized FACETS software and the multifaceted Rasch methodology to provide measurements of rater severity and leniency. The results indicated that approximately 33% of the total faculty-student variance could be explained by rater bias. Further analysis indicated a significant degree of bias in approximately 4.2% of all faculty-student interactions, with 79.5% of those on the more severe end of the spectrum. The gender, educational attainment, and teaching experience of participants indicated no significant influence on severity and leniency. Nationality and linguistic background could not be measured due to the homogeneity of the demographic information collected for these variables. Academic discipline, on the other hand, indicated a significant (p<0.05) influence on bias when considering faculty members from the business and management discipline, suggesting a tendency towards leniency. While further study is warranted, implications for discipline-specific bias could necessitate modifications to curriculum and assessment development, methods for student evaluations, and development opportunities for faculty.
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