초등학생의 공적 말하기 수행평가 시 자기 평가 및 동료 평가의 가능성 탐색 - 다국면 라쉬 모형을 활용한 접근 -
Exploring the Possibility of Self and Peer Assessment in Elementary Students’ Public Speaking Performance Evaluation: An Approach Using the Many-Facet Rasch Model
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This study examined whether assessments could confirm validity and reliability and whether fair scoring was possible using self and peer assessments for public speaking performance evaluation. A total of 20 sixth graders were asked to perform presentations and self and peer assessments twice. The scoring results were analyzed using the many-facet Rasch model. Rater severity showed validity and reliability, demonstrating a lenient scoring tendency. Ratee ability also showed validity and reliability, returning fair scores for most participants. Although the scoring criteria showed various difficulties, they also demonstrated validity and reliability. The interval between the category thresholds on the 3-point scale met the recommended criteria. Implications and future research directions are presented.
Abstract
This study examined whether assessments could confirm validity and reliability and whether fair scoring was possible using self and peer assessments for public speaking performance evaluation. A total of 20 sixth graders were asked to perform presentations and self and peer assessments twice. The scoring results were analyzed using the many-facet Rasch model. Rater severity showed validity and reliability, demonstrating a lenient scoring tendency. Ratee ability also showed validity and reliability, returning fair scores for most participants. Although the scoring criteria showed various difficulties, they also demonstrated validity and reliability. The interval between the category thresholds on the 3-point scale met the recommended criteria. Implications and future research directions are presented.
참고문헌 (28)
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