Literaturnachweis - Detailanzeige
| Autor/in | Myerberg, N. James |
|---|---|
| Titel | The Relationship between Scoring Quality and Assessment Reliability. |
| Quelle | (1999), (6 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Assessment; Elementary Education; Elementary School Students; Mathematics Tests; Reading Tests; Scoring; Teachers; Test Reliability |
| Abstract | Whether the internal consistency reliability of a test changes as the quality of the scoring of the test changes was studied with data from reading and mathematics short-answer and extended-response assessments administered in grades 3 to 8 in the Montgomery County (Maryland) Public Schools. There were about 9,000 students in each grade, with data from 18 assessments. Each assessment was scored by about 50 teachers, and about 30% of the papers were scored twice to provide data about the quality of scoring and to help in the training of scorers. For each of the assessments an inter-rater correlation coefficient and a coefficient alpha were computed for the best and worst groups of scorers, yielding a total of 36 pairs. A wide range was achieved for both inter-rater correlations and the alpha coefficients. The analysis of these findings indicates that the internal consistency of an assessment changes as the quality of the scoring of the assessment changes. Thus, for tests that are not multiple choice, any report on test quality should also include data related to scoring quality. (Contains one table.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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