Agreeableness and Conscientiousness as Predictors of University Students' Self/Peer-Assessment Rating Error

Autor/inn/en	Birjandi, Parviz; Siyyari, Masood
Titel	Agreeableness and Conscientiousness as Predictors of University Students' Self/Peer-Assessment Rating Error
Quelle	In: Irish Educational Studies, 35 (2016) 1, S.117-135 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2016.1147973
Schlagwörter	Predictor Variables; Peer Evaluation; Teaching Methods; Personality Traits; Error Patterns; Self Evaluation (Individuals); English (Second Language); Second Language Learning; Second Language Instruction; Majors (Students); Undergraduate Students; Multiple Regression Analysis; Foreign Countries; Role; Correlation; Personality Measures; Language Tests; Language Proficiency; Statistical Analysis; Iran; NEO Five Factor Inventory + Suchen Sie Ihr Suchwort? Prädiktor; Teaching method; Lehrmethode; Unterrichtsmethode; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Fehlertyp; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Rollen; Korrelation; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Statistische Analyse
Abstract	This paper presents the results of an investigation into the role of two personality traits (i.e. Agreeableness and Conscientiousness from the Big Five personality traits) in predicting rating error in the self-assessment and peer-assessment of composition writing. The average self/peer-rating errors of 136 Iranian English major undergraduates assigned to two equal-sized groups, one doing self-assessment and the other peer-assessment over nine sessions, were correlated with and regressed against their measures of Agreeableness and Conscientiousness. The results indicated that Agreeableness and Conscientiousness only explained 7% of the variation in self-rating error. Including both Agreeableness and Conscientiousness in a model to predict peer-rating error explained 16% of the variation. When Agreeableness and Conscientiousness were both included in a multiple regression analysis, only Agreeableness was found to significantly predict peer-rating error. Based on these findings, some conclusions are drawn, and pedagogical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01