Impact of self-construal on rater severity in peer assessments of oral presentations

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2023-03-04 DOI:10.1080/0969594X.2023.2189564

Mitsuko Tanaka, S. Ross

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引用次数: 2

Abstract

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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自我建构对口头报告同伴评估严重程度的影响

评级者在评级表现中的严厉程度和宽大程度各不相同。本研究考察了影响英语作为外语口语陈述同伴评价中评定者严重程度的因素，重点关注评定者的自我理解和陈述能力。参加英语课程的日本大学生对自我解释问卷进行了回答，并在课堂上进行了演讲和评估。通径分析结果显示，同伴评价者的自我解释和陈述能力可能是同伴评价者微妙偏见的潜在来源。然而，随着时间的推移，那些高度重视与他人保持和谐关系的同伴评分者更有可能给出宽松的评分，而那些对他人的评价很敏感的人往往会逐渐变得更加严厉。此外，同伴评分者的陈述能力正预测评分严重程度，表明陈述能力较好的个体在同伴评估中更严重。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.