Impact of Self-Construal on Rater Severity in Peer Assessments of Oral Presentations

Autor/inn/en	Tanaka, Mitsuko; Ross, Steven J.
Titel	Impact of Self-Construal on Rater Severity in Peer Assessments of Oral Presentations
Quelle	In: Assessment in Education: Principles, Policy & Practice, 30 (2023) 2, S.203-220 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tanaka, Mitsuko) ORCID (Ross, Steven J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2023.2189564
Schlagwörter	Evaluators; Interrater Reliability; Item Response Theory; Peer Evaluation; Public Speaking; Self Concept; Second Language Learning; English (Second Language); Bias; College Students; Foreign Countries; Performance Based Assessment; Japan + Suchen Sie Ihr Suchwort? Interrater-Reliabilität; Item-Response-Theorie; Vortrag; Selbstkonzept; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Ausland; Leistungsermittlung
Abstract	Raters vary from each other in their severity and leniency in rating performance. This study examined the factors affecting rater severity in peer assessments of oral presentations in English as a Foreign Language (EFL), focusing on peer raters' self-construal and presentation abilities. Japanese university students enrolled in EFL classes responded to self-construal questionnaires and gave and assessed in-class presentations. The results of path analysis revealed that peer raters' self-construal and presentation abilities might be potential sources of subtle biases in peer assessments. Whereas peer raters who placed a high value on maintaining harmonious relationships with others were more likely to give lenient ratings over time, those who were sensitive about being evaluated by others tended to become gradually more severe in their ratings. Furthermore, a peer rater's presentation ability positively predicted rater severity, indicating that individuals with better presentation abilities were more severe in their peer assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01