Rating Performance Assessments of Students with Disabilities: A Study of Reliability and Bias

Autor/inn/en	Mastergeorge, Ann M.; Martinez, Jose Felipe
Titel	Rating Performance Assessments of Students with Disabilities: A Study of Reliability and Bias
Quelle	In: Journal of Psychoeducational Assessment, 28 (2010) 6, S.536-550 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282909351022
Schlagwörter	Play; Inclusion; Disabilities; Program Effectiveness; Grade 3; Grade 5; Grade 9; Student Evaluation; Evaluation Methods; Teacher Behavior; Bias; Grading; Language Arts; Mathematics; Performance Tests; Perception; Generalizability Theory + Suchen Sie Ihr Suchwort? Spiel; Inklusion; Handicap; Behinderung; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 09; 9. Schuljahr; Schuljahr 09; Schulnote; Studentische Bewertung; Teacher behaviour; Lehrerverhalten; Notengebung; Sprachkultur; Mathematik; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Wahrnehmung
Abstract	Inclusion of students with disabilities in district-wide and state assessments is mandated by federal regulations, and teachers sometimes play an important role in rating these students' work. In this study, trained teachers rated student proficiency in performance assessments in language arts and mathematics in third, fifth, and ninth grades. The scores assigned by teacher raters to students with and without disabilities in an initial blind rating were compared with the ratings assigned in a second occasion when raters were aware of each student's disability status. A series of generalizability studies was used to determine if there are differences in the patterns of variability across groups and whether rater bias may play a role in these differences. Although knowledge of a student's disability status did not increase or decrease the scores assigned by raters on average, the findings point to differences in the sources of variability across groups and specifically to greater inconsistency when rating papers from students with disabilities. The findings suggest that individual teachers may behave differently when scoring students with disabilities. A survey was also used to investigate rater perceptions of one's own and other teacher's bias when grading papers of students with disabilities. Implications for decision making in rating assessments are discussed. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10