Self- and Teacher Assessment of Speaking Performances: An Investigation of Interrater Consistency and Agreement
Year: 2015
Type: preprint
Study design: Observational Study
Abstract: Because of the increasing popularity of self-assessment in language classrooms, many scholars have investigated students' self-assessment accuracy using teacher assessment as a standard. There is, however, an evident paucity of studies that compare students' self-assessment and teacher assessment from a consensus estimate perspective (i.e., using Kappa coefficient) and in the context of speaking performance. The present study, therefore, sought to fill this gap. Specifically, this study aimed to determine the level of interrater consistency and agreement between students' self-assessment and teacher assessment results and the factors that might account for the obtained results. Involved in this study are 25 college students who assessed their respective speaking performances using an in-class observation self-assessment and a micro-analytic rating scale. Findings reveal that teacher and students' self-assessment have a considerable agreement and that these two assessment results have a very strong positive relationship. These findings suggest that both the students and the teacher consistently apply the rating scale. Implications for assessment practices and future studies are discussed.
Source: SSRN Electronic Journal
Author: Jessie S. Barrot
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2280524020