The Effect of Workshop Training on Rater Variability in Children's Oral Narrative Assessment

Autor/inn/en	Karusoo-Musumeci, Ava; Pearce, Wendy M.; Donaghy, Michelle
Titel	The Effect of Workshop Training on Rater Variability in Children's Oral Narrative Assessment
Quelle	In: Child Language Teaching and Therapy, 38 (2022) 1, S.8-21 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pearce, Wendy M.) ORCID (Donaghy, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/02656590211023839
Schlagwörter	Oral Language; Speech Evaluation; Language Impairments; Elementary School Students; Evaluation Methods; Clinical Diagnosis; Scores; Story Grammar; Narration; Evaluators; Speech Language Pathology; Allied Health Personnel; Undergraduate Students; Age Differences; Workshops; Allied Health Occupations Education; Foreign Countries; Interrater Reliability; Australia + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Age; Difference; Age difference; Altersunterschied; Lernwerkstatt; Schulung; Ausland; Interrater-Reliabilität; Australien
Abstract	Oral narrative assessments are important for diagnosis of language disorders in school-age children so scoring needs to be reliable and consistent. This study explored the impact of training on the variability of story grammar scores in children's oral narrative assessments scored by multiple raters. Fifty-one speech pathologists and 19 final-year speech pathology students attended training workshops on oral narrative assessment scoring and analysis. Participants scored two oral narratives prompted by two different story stimuli and produced by two children of differing ages. Demographic information, story grammar scores and a confidence survey were collected pre- and post-training. The total story grammar score changed significantly for one of the two oral narratives. A significant effect was observed for rater years of experience and the change in total story grammar scores post training, with undergraduate students showing the greatest change. Two story grammar elements, character and attempt, changed significantly for both stories, with an overall trend of increased element scores post-training. Confidence ratings also increased post-training. Findings indicated that training via an interactive workshop can reduce rater variability when using researcher-developed narrative scoring systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01