Pub Date : 2023-09-14DOI: 10.1080/0969594x.2023.2256545
Therese Hopfenbeck
Published in Assessment in Education: Principles, Policy & Practice (Vol. 30, No. 3-4, 2023)
《教育评估:原则、政策与实践》(第30卷第3-4期，2023年)
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Pub Date : 2023-09-07DOI: 10.1080/0969594x.2023.2255936
A. Rasooli, Christopher DeLuca, Liying Cheng, A. Mousavi
{"title":"Classroom assessment fairness inventory: a new instrument to support perceived fairness in classroom assessment","authors":"A. Rasooli, Christopher DeLuca, Liying Cheng, A. Mousavi","doi":"10.1080/0969594x.2023.2255936","DOIUrl":"https://doi.org/10.1080/0969594x.2023.2255936","url":null,"abstract":"","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80578299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/0969594X.2023.2242004
David Baidoo-Anu, Christopher DeLuca
ABSTRACT The educational system in Ghana has undergone various reforms as a result of colonisation, changes in government and constitutional amendments. These reforms have been accompanied by changes in educational assessment programmes. This paper explored the history of educational assessment in Ghana, understanding how educational reforms, colonisation and political accountability have shaped the use of assessment information in contemporary Ghanaian educational context. High-stakes nature of large-scale assessment in Ghana has cultivated infertile ground for teachers’ formative assessment practices. Assessment is mainly perceived as serving accountability purposes, obscuring the improvement function (i.e. formative purpose) of assessment in students’ learning and fuelling ongoing tensions between classroom assessment and the more visible, higher stakes summative assessments. Research-informed assessment policy and sustained collaborative professional learning about assessment are critical to support a conceptual shift among all educational stakeholders to help them understand, value, and use formative assessment to support the learning needs of every students.
{"title":"Educational assessment in Ghana: The influence of historical colonization and political accountability","authors":"David Baidoo-Anu, Christopher DeLuca","doi":"10.1080/0969594X.2023.2242004","DOIUrl":"https://doi.org/10.1080/0969594X.2023.2242004","url":null,"abstract":"ABSTRACT The educational system in Ghana has undergone various reforms as a result of colonisation, changes in government and constitutional amendments. These reforms have been accompanied by changes in educational assessment programmes. This paper explored the history of educational assessment in Ghana, understanding how educational reforms, colonisation and political accountability have shaped the use of assessment information in contemporary Ghanaian educational context. High-stakes nature of large-scale assessment in Ghana has cultivated infertile ground for teachers’ formative assessment practices. Assessment is mainly perceived as serving accountability purposes, obscuring the improvement function (i.e. formative purpose) of assessment in students’ learning and fuelling ongoing tensions between classroom assessment and the more visible, higher stakes summative assessments. Research-informed assessment policy and sustained collaborative professional learning about assessment are critical to support a conceptual shift among all educational stakeholders to help them understand, value, and use formative assessment to support the learning needs of every students.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75175558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/0969594X.2023.2251715
Ó. Marcenaro-Gutierrez, Claudia Prieto-Latorre, Maria Isabel Sánchez Rodriguez
ABSTRACT We study the existence of a gender gap between two methods of grading student achievement in Spain, namely teachers’ assessment which measures cognitive outcomes and standardised test scores, which are consistent across Spanish schools. We use rich census information of Andalusian students attending secondary schools. Our results indicate that overall teachers’ assessment favours girls compared to the result of standardised test scores in reading and maths. On average, girls obtain 0.35 points more than boys in teacher’s assessment on a 1 to 10 scale (0.15 SD), conditional on both having the same competencies. Additionally, we have found that the gender gap is stable across different levels of students’ own ability and peers’ ability. These results are robust to a set of census social characteristics. The presence of grading disparities suggests that test scores could complement teachers’ assessment; specifically, they could be used to inform about the gender gap in assessments.
{"title":"Gender differences between teachers’ assessments and test based assessments. Evidence from Spain","authors":"Ó. Marcenaro-Gutierrez, Claudia Prieto-Latorre, Maria Isabel Sánchez Rodriguez","doi":"10.1080/0969594X.2023.2251715","DOIUrl":"https://doi.org/10.1080/0969594X.2023.2251715","url":null,"abstract":"ABSTRACT We study the existence of a gender gap between two methods of grading student achievement in Spain, namely teachers’ assessment which measures cognitive outcomes and standardised test scores, which are consistent across Spanish schools. We use rich census information of Andalusian students attending secondary schools. Our results indicate that overall teachers’ assessment favours girls compared to the result of standardised test scores in reading and maths. On average, girls obtain 0.35 points more than boys in teacher’s assessment on a 1 to 10 scale (0.15 SD), conditional on both having the same competencies. Additionally, we have found that the gender gap is stable across different levels of students’ own ability and peers’ ability. These results are robust to a set of census social characteristics. The presence of grading disparities suggests that test scores could complement teachers’ assessment; specifically, they could be used to inform about the gender gap in assessments.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72377651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/0969594X.2023.2241656
Renske Bouwer, M. Koster, H. van den Bergh
ABSTRACT Assessing students’ writing performance is essential to adequately monitor and promote individual writing development, but it is also a challenge. The present research investigates a benchmark rating procedure for assessing texts written by upper-elementary students. In two studies we examined whether a benchmark rating procedure (1) leads to reliable and generalisable scores that converge with holistic and analytic ratings, and (2) can be used for rating texts varying in topic and genre. Results support evidence that benchmark ratings are a valid indicator of text quality as they converge with holistic and analytic scores. They are also associated with less rater variance and less task-specific variance, leading to reliable and generalisable ratings. Moreover, a benchmark scale can be used for rating different tasks with the same reliability, at least when texts are written in the same genre. Taken together, a benchmark rating procedure ensures meaningful and useful information on students’ writing.
{"title":"Benchmark rating procedure, best of both worlds? Comparing procedures to rate text quality in a reliable and valid manner","authors":"Renske Bouwer, M. Koster, H. van den Bergh","doi":"10.1080/0969594X.2023.2241656","DOIUrl":"https://doi.org/10.1080/0969594X.2023.2241656","url":null,"abstract":"ABSTRACT Assessing students’ writing performance is essential to adequately monitor and promote individual writing development, but it is also a challenge. The present research investigates a benchmark rating procedure for assessing texts written by upper-elementary students. In two studies we examined whether a benchmark rating procedure (1) leads to reliable and generalisable scores that converge with holistic and analytic ratings, and (2) can be used for rating texts varying in topic and genre. Results support evidence that benchmark ratings are a valid indicator of text quality as they converge with holistic and analytic scores. They are also associated with less rater variance and less task-specific variance, leading to reliable and generalisable ratings. Moreover, a benchmark scale can be used for rating different tasks with the same reliability, at least when texts are written in the same genre. Taken together, a benchmark rating procedure ensures meaningful and useful information on students’ writing.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80616421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-02DOI: 10.1080/0969594X.2023.2228503
A. Kanjee, J. K. Ramollo
ABSTRACT To mitigate the impact of the COVID-19 pandemic on teaching and learning, the School Recovery Plan (SRP) was implemented by the Department of Basic Education in South Africa. In this study, we explore the impact of the SRP on teachers’ conceptualisation of new and different assessment practices. Data were obtained from 1098 teachers using an online survey and analysed using Cultural Historical Activity Theory. The findings revealed that the reduced emphasis on formal assessments and the enhanced emphasis on formative assessment had a positive impact on teachers’ teaching practices. These findings point to a conducive environment for transforming teachers’ assessment practices and for developing new patterns of learning that could potentially challenge prevailing accountability and performativity cultures. Additional research is required to determine whether the intent of the SRP can lead to sustained change in teachers’ assessment practices across fee and no-fee schools, and its impact of on learners’ learning.
{"title":"Exploring the impact of the COVID-19 school reform plan on teachers’ assessment practices","authors":"A. Kanjee, J. K. Ramollo","doi":"10.1080/0969594X.2023.2228503","DOIUrl":"https://doi.org/10.1080/0969594X.2023.2228503","url":null,"abstract":"ABSTRACT To mitigate the impact of the COVID-19 pandemic on teaching and learning, the School Recovery Plan (SRP) was implemented by the Department of Basic Education in South Africa. In this study, we explore the impact of the SRP on teachers’ conceptualisation of new and different assessment practices. Data were obtained from 1098 teachers using an online survey and analysed using Cultural Historical Activity Theory. The findings revealed that the reduced emphasis on formal assessments and the enhanced emphasis on formative assessment had a positive impact on teachers’ teaching practices. These findings point to a conducive environment for transforming teachers’ assessment practices and for developing new patterns of learning that could potentially challenge prevailing accountability and performativity cultures. Additional research is required to determine whether the intent of the SRP can lead to sustained change in teachers’ assessment practices across fee and no-fee schools, and its impact of on learners’ learning.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80581830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-17DOI: 10.1080/0969594X.2023.2212874
Artemio Arturo Cortez Ochoa, S. Thomas, Israel Moreno Salto
ABSTRACT Teacher and headteacher assessments and professional development are deemed critical levers for improving quality education in an increasing number of countries and contexts. However, prioritising improvement is not always evident, given that sometimes those subjected to assessments are not effectively informed about their performance (e.g. from national teacher examinations) or how to improve their work via feedback. This paper explores the bridging role of feedback concerning teacher and headteacher assessments and continuing professional development in the Mexican context, where scarce research exists. This mixed-methods research contributes evaluation evidence of Mexico’s 2013–2018 education reform, including high-stakes staff assessments and individual feedback reports. Survey data from 122 primary school teachers and headteachers and thirteen interviews with teachers, headteachers and policymakers indicate the feedback report made it difficult to distinguish between poor and proficient performance and identify strengths and weaknesses. Challenges regarding suitable continuing professional development following assessment feedback are put forward.
{"title":"Teacher and headteacher assessment, feedback, and continuing professional development: the Mexican case","authors":"Artemio Arturo Cortez Ochoa, S. Thomas, Israel Moreno Salto","doi":"10.1080/0969594X.2023.2212874","DOIUrl":"https://doi.org/10.1080/0969594X.2023.2212874","url":null,"abstract":"ABSTRACT Teacher and headteacher assessments and professional development are deemed critical levers for improving quality education in an increasing number of countries and contexts. However, prioritising improvement is not always evident, given that sometimes those subjected to assessments are not effectively informed about their performance (e.g. from national teacher examinations) or how to improve their work via feedback. This paper explores the bridging role of feedback concerning teacher and headteacher assessments and continuing professional development in the Mexican context, where scarce research exists. This mixed-methods research contributes evaluation evidence of Mexico’s 2013–2018 education reform, including high-stakes staff assessments and individual feedback reports. Survey data from 122 primary school teachers and headteachers and thirteen interviews with teachers, headteachers and policymakers indicate the feedback report made it difficult to distinguish between poor and proficient performance and identify strengths and weaknesses. Challenges regarding suitable continuing professional development following assessment feedback are put forward.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83243739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-04DOI: 10.1080/0969594X.2023.2198676
Zi Yan, Ronnel B. King
ABSTRACT Social contagion has been documented across various domains. However, this phenomenon has not been explored in relation to formative assessment in schools. This study examines the social contagion of school teachers’ formative assessment practices and self-efficacy. A sample of 296 teachers from 12 Hong Kong primary and secondary schools participated in this study. All participants completed the same questionnaire twice, one year apart. The longitudinal results showed that formative assessment practices and self-efficacy were socially contagious. When teachers had colleagues who engaged in formative assessment practices and had high self-efficacy, they were more likely to engage in formative assessment and become more efficacious themselves. Also, school-level formative assessment self-efficacy predicted individual-level formative assessment practices demonstrating the importance of collective efficacy. The findings can inform the provision of school support and the design of teacher professional development programmes for promoting formative assessment in schools.
{"title":"Assessment is contagious: the social contagion of formative assessment practices and self-efficacy among teachers","authors":"Zi Yan, Ronnel B. King","doi":"10.1080/0969594X.2023.2198676","DOIUrl":"https://doi.org/10.1080/0969594X.2023.2198676","url":null,"abstract":"ABSTRACT Social contagion has been documented across various domains. However, this phenomenon has not been explored in relation to formative assessment in schools. This study examines the social contagion of school teachers’ formative assessment practices and self-efficacy. A sample of 296 teachers from 12 Hong Kong primary and secondary schools participated in this study. All participants completed the same questionnaire twice, one year apart. The longitudinal results showed that formative assessment practices and self-efficacy were socially contagious. When teachers had colleagues who engaged in formative assessment practices and had high self-efficacy, they were more likely to engage in formative assessment and become more efficacious themselves. Also, school-level formative assessment self-efficacy predicted individual-level formative assessment practices demonstrating the importance of collective efficacy. The findings can inform the provision of school support and the design of teacher professional development programmes for promoting formative assessment in schools.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83255754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-04DOI: 10.1080/0969594X.2023.2212192
Therese N. Hopfenbeck
Self-assessment, one of the key components of classroom assessment and formative assessment, has been defined as the judgement of students about their own learning (Boud & Falchikov, 1989). In the first article in this regular issue, Yang et al. (2023) report on a research study examining the mediating role of academic self-concept in relation to perseverance of effort and self-assessment. 180 students from 58 secondary schools in China’s Guangxi Province were selected to participate in the study, age 12–18 years old. Importantly, these students were recruited through tutoring centres of the 58 schools, and hence, the sample cannot be generalised to the 58 schools. On the other hand, the sample does reflect many schools, which all recruit students with mixed abilities and are such comparable. Tutoring in China is a major activity in after-school activity, and the students tutored are both high and low achievers. Measures of Academic Self-Concept (ASC) and Grit-Perseverance of Effort (Grit-PE) translated and adapted to Chinese, were administrated to students (Datu & Zhang, 2021). The aim of the study was to further integrate three research lines: grit (Duckworth, 2016), academic self-concept (Marsh, 1990; Shavelson et al., 1976) and self-assessment (SA) (Boud, 1992). As predicted by the authors, analysis demonstrated that academic self-concept mediated the relationship between Grit-PE and SA. The authors further point to the importance of conducting replication studies using existing scales in different contexts, and they also call for more rigorous research with more advanced methods than used in the past. Finally, the authors discuss the positive links between academic self-concept and self-assessment, suggesting academic self-concept plays a more salient role in both SA and academic achievement than grit. Future studies are needed in this space, and experimental studies would be much welcomed. In the second article in this regular issue, Yan and King (2023) report from a study examining the social contagion of schoolteachers’ formative assessment practices and self-efficacy. Social contagion has been documented across various domains. However, this phenomenon has not been explored in relation to formative assessment in schools. A sample of 296 teachers from 12 Hong Kong primary and secondary schools participated in this study. All participants completed the same questionnaire twice, one year apart. The longitudinal results showed that formative assessment practices and selfefficacy were socially contagious. When teachers had colleagues who engaged in formative assessment practices and had high self-efficacy, they were more likely to engage in formative assessment and become more efficacious themselves. Also, school-level formative assessment self-efficacy predicted individual-level formative assessment practices demonstrating the importance of collective efficacy. The findings can inform the provision of school support and the design of teacher
自我评估是课堂评估和形成性评估的关键组成部分之一，它被定义为学生对自己学习的判断(Boud & Falchikov, 1989)。在本期的第一篇文章中，Yang et al.(2023)报告了一项研究，该研究考察了学术自我概念在努力毅力和自我评估之间的中介作用。来自中国广西省58所中学的180名年龄在12-18岁的学生被选中参加了这项研究。重要的是，这些学生是通过58所学校的辅导中心招募的，因此，样本不能推广到58所学校。另一方面，该样本确实反映了许多学校，这些学校都招收了各种能力的学生，具有很强的可比性。在中国，课外辅导是课外活动中的一项重要活动，被辅导的学生既有高材生，也有低材生。对学生进行了学术自我概念量表(ASC)和毅力-毅力-努力量表(grit -毅力- pe)的翻译和改编(Datu & Zhang, 2021)。本研究的目的是进一步整合三条研究线:勇气(达克沃斯，2016)，学术自我概念(马什，1990;Shavelson et al.， 1976)和自我评估(SA) (Boud, 1992)。正如作者所预测的那样，学术自我概念在Grit-PE和SA之间起中介作用。这组作者进一步指出了在不同背景下使用现有尺度进行复制研究的重要性，他们还呼吁用比过去更先进的方法进行更严格的研究。最后，作者讨论了学业自我概念与自我评价之间的正相关关系，表明学业自我概念对SA和学业成绩的影响比毅力更显著。这一领域还需要进一步的研究，也非常欢迎实验研究。在本期的第二篇文章中，Yan和King(2023)报告了一项关于学校教师形成性评估实践和自我效能的社会传染的研究。社会传染在各个领域都有记载。然而，这一现象尚未在学校的形成性评估中得到探讨。本研究以香港12所中小学的296名教师为样本。所有参与者都完成了同样的问卷两次，间隔一年。纵向结果表明，形成性评价实践和自我效能感具有社会传染性。当教师有参与形成性评价实践的同事且自我效能感高时，教师更有可能参与形成性评价，自身也会变得更有效。此外，学校层面的形成性评估自我效能预测了个人层面的形成性评估实践，证明了集体效能的重要性。研究结果可为学校提供支援和设计教师专业发展计划提供参考，以促进学校的形成性评估。《教育评估:原则、政策与实践》，第30卷，第2023期。2,99 - 103 https://doi.org/10.1080/0969594X.2023.2212192
{"title":"The Future of Educational Assessment: Self-assessment, Grit and ChatGPT?","authors":"Therese N. Hopfenbeck","doi":"10.1080/0969594X.2023.2212192","DOIUrl":"https://doi.org/10.1080/0969594X.2023.2212192","url":null,"abstract":"Self-assessment, one of the key components of classroom assessment and formative assessment, has been defined as the judgement of students about their own learning (Boud & Falchikov, 1989). In the first article in this regular issue, Yang et al. (2023) report on a research study examining the mediating role of academic self-concept in relation to perseverance of effort and self-assessment. 180 students from 58 secondary schools in China’s Guangxi Province were selected to participate in the study, age 12–18 years old. Importantly, these students were recruited through tutoring centres of the 58 schools, and hence, the sample cannot be generalised to the 58 schools. On the other hand, the sample does reflect many schools, which all recruit students with mixed abilities and are such comparable. Tutoring in China is a major activity in after-school activity, and the students tutored are both high and low achievers. Measures of Academic Self-Concept (ASC) and Grit-Perseverance of Effort (Grit-PE) translated and adapted to Chinese, were administrated to students (Datu & Zhang, 2021). The aim of the study was to further integrate three research lines: grit (Duckworth, 2016), academic self-concept (Marsh, 1990; Shavelson et al., 1976) and self-assessment (SA) (Boud, 1992). As predicted by the authors, analysis demonstrated that academic self-concept mediated the relationship between Grit-PE and SA. The authors further point to the importance of conducting replication studies using existing scales in different contexts, and they also call for more rigorous research with more advanced methods than used in the past. Finally, the authors discuss the positive links between academic self-concept and self-assessment, suggesting academic self-concept plays a more salient role in both SA and academic achievement than grit. Future studies are needed in this space, and experimental studies would be much welcomed. In the second article in this regular issue, Yan and King (2023) report from a study examining the social contagion of schoolteachers’ formative assessment practices and self-efficacy. Social contagion has been documented across various domains. However, this phenomenon has not been explored in relation to formative assessment in schools. A sample of 296 teachers from 12 Hong Kong primary and secondary schools participated in this study. All participants completed the same questionnaire twice, one year apart. The longitudinal results showed that formative assessment practices and selfefficacy were socially contagious. When teachers had colleagues who engaged in formative assessment practices and had high self-efficacy, they were more likely to engage in formative assessment and become more efficacious themselves. Also, school-level formative assessment self-efficacy predicted individual-level formative assessment practices demonstrating the importance of collective efficacy. The findings can inform the provision of school support and the design of teacher","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73525253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-04DOI: 10.1080/0969594X.2023.2189564
Mitsuko Tanaka, S. Ross
ABSTRACT Raters vary from each other in their severity and leniency in rating performance. This study examined the factors affecting rater severity in peer assessments of oral presentations in English as a Foreign Language (EFL), focusing on peer raters’ self-construal and presentation abilities. Japanese university students enrolled in EFL classes responded to self-construal questionnaires and gave and assessed in-class presentations. The results of path analysis revealed that peer raters’ self-construal and presentation abilities might be potential sources of subtle biases in peer assessments. Whereas peer raters who placed a high value on maintaining harmonious relationships with others were more likely to give lenient ratings over time, those who were sensitive about being evaluated by others tended to become gradually more severe in their ratings. Furthermore, a peer rater’s presentation ability positively predicted rater severity, indicating that individuals with better presentation abilities were more severe in their peer assessments.
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