An investigation of rater variability in the context of teacher employment examinations using a mixed approach
| Project/Area Number |
25370726
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Multi-year Fund |
|---|
| Section | 一般 |
|---|
| Research Field |
Foreign language education
|
|---|
| Research Institution | Bunkyo University |
|---|
Principal Investigator |
|
|---|
| Project Period (FY) |
2013-04-01 – 2017-03-31
|
| Project Status |
Completed (Fiscal Year 2016)
|
| Budget Amount *help |
¥2,730,000 (Direct Cost: ¥2,100,000、Indirect Cost: ¥630,000)
Fiscal Year 2015: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2014: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2013: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
|
|---|
| Keywords | 教員採用試験 / パフォーマンステスト / 模擬授業 / 評価者 / 言語テスト / 評価過程 / 信頼性 / 応用言語学 / 言語 / 評価者認知 |
|---|
| Outline of Final Research Achievements |
This study aims to examine possible reasons of rater variability in employing prospective English teachers, both quantitatively (Many-Facet Rasch Analysis, MFRA) and qualitatively (think-aloud method). Thirty candidates undertook microteaching tests. Seventeen raters rated all candidates using assessment criteria. Results indicate that most of the raters show consistent rating patterns but with various levels of severity. Results of the think-aloud method show that raters rated candidates not only with different interpretations of and different attention to subcategories of assessment criteria but also according to different core teaching values and ideal images of English teachers or English classes possessed by the rater themselves, leading to divergence between lenient and harsh ratings of the same candidates by different raters.
|
Report
(5 results)
Research Products
(23 results)
