Teacher Assessment and Peer Assessment in Practice. Educational Studies 44.

Autor/in	Nakamura, Yuji
Institution	International Christian Univ., Tokyo (Japan).
Titel	Teacher Assessment and Peer Assessment in Practice. Educational Studies 44.
Quelle	(2002), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; japanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English (Second Language); Evaluation Methods; Foreign Countries; Graduate Students; Higher Education; Language Proficiency; Language Skills; Oral English; Oral Language; Peer Evaluation; Student Evaluation; Test Items; Japan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language skill; Language skills; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Schulnote; Studentische Bewertung; Test content; Testaufgabe
Abstract	This study examined teacher and peer assessment of English language oral presentation skills in Japanese classrooms. Twelve graduate university students' oral class presentations were assessed by a teacher and four peers. After presentations were rated, teachers calculated the evaluations, and classmates shared their opinions on the top three presenters. The teacher gave summary comments on all presenters. The Many-Facet Rasch Measurement Model was used to investigate three areas (student ability, item difficulty, and rater severity). This analysis provided information on the relationship between the three facets (raters, students, and items); rater severity and fit statistic; student ability and fit statistic; item difficulty and fit statistic; and functioning of rating categories. Results suggest that the test can be improved by examining the fit statistics (misfit items) statistically and by having discussions with raters or students when they are misfitting. The study indicates that peer assessment can successfully motivate students to improve their presentations, students can be reliable peer raters, and the Rasch model can yield considerable significant data on several factors involved in presentation assessment (student academic adequacy, item difficulty, rater severity, and ability of students to adjust socially). (Contains 11 tables.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC