An Analysis of Peer Assessment through Many Facet Rasch Model

Autor/inn/en	Sahin, Melek Gülsah; Teker, Gülsen Tasdelen; Güler, Nese
Titel	An Analysis of Peer Assessment through Many Facet Rasch Model
Quelle	In: Journal of Education and Practice, 7 (2016) 32, S.172-181 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Peer Evaluation; Peer Groups; Item Response Theory; Undergraduate Students; Lecture Method; Student Projects; Scoring Rubrics; Measurement Techniques; Interrater Reliability; Evaluation Criteria; Individual Differences; Achievement Rating; High Achievement; Low Achievement; Cohort Analysis; Ability Grouping; Scientific Research; Research Methodology + Suchen Sie Ihr Suchwort? Gleichaltrigengruppe; Peer Group; Item-Response-Theorie; Schulprojekt; Scoring formulas; Auswertungsbogen; Messtechnik; Interrater-Reliabilität; Individueller Unterschied; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Unterdurchschnittliche Leistung; Kohortenanalyse; Homogene Gruppierung; Niveaugruppierung; Streaming; Research method; Forschungsmethode
Abstract	This study analyses peer assessment through many facet Rasch model (MFRM). The research was performed with 91 undergraduate students and with lecturer teaching the course. The research data were collected with holistic rubric employed by 6 peers and the lecturer in rating the projects prepared by 85 students taking the course. This study analyses raters, measurements for students who are rated, criteria used in rating and extent to which rubrics fulfil their function. Moreover, it also investigates effects of peers' levels of achievement on the process. In consequence, it was found that raters differed in the levels of strictness and generosity in rating, and that students were distinguished adequately in terms of the property measured. Besides, a very high level of reliability value was estimated in relation to the criteria in the study. This was interpreted as that they functioned in a reliable way in distinguishing between students' performances. It was found in the analyses of achievement levels of peers taking part in peer assessment that ratings made by students with high levels of achievement differed significantly from those made by students with medium or low level of achievement. Finally, the views about peer assessment were generally positive. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01