rezaei mina (8 resultados)

Condición: New. pp. 96.

Taschenbuch. Condición: Neu. Rater Bias Assessment in Oral Proficiency of English Language Learners | Mina Rezaei (u. a.) | Taschenbuch | 96 S. | Englisch | 2014 | LAP LAMBERT Academic Publishing | EAN 9783659590344 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Rater bias is a substantial source of error in performance assessment, where raters rate examinees based on a designed rubric of a specified scale. Unfortunately, raters comprehension from the assessment criteria is dissimilar to each other despite the training sessions of using it, so that would be undermines the validity and reliability. In this study both students and teachers played a role as the raters. If such performance assessment can be shown to be valid and reliable, participating students in the process of rating could contribute to lessening the burden on teachers. This study surveyed to find whether there is any significant difference among these raters in their severity or leniency in relation to difficulty levels of descriptors in the rating scale and the ability of the students. The results of Facets analysis showed that there were bias interactions between assessor types, and these bias interactions were statistically significant. 96 pp. Englisch.

Condición: New. Print on Demand pp. 96 2:B&W 6 x 9 in or 229 x 152 mm Perfect Bound on Creme w/Gloss Lam.

Condición: New. PRINT ON DEMAND pp. 96.

Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Rezaei MinaShe has been graduated from the MA in Teaching English as a Foreign Language (TEFL) from Iran. She is interested in researching and studying in performance assessment specially in oral proficiency. She is also a teacher an.

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Rater bias is a substantial source of error in performance assessment, where raters rate examinees based on a designed rubric of a specified scale. Unfortunately, raters' comprehension from the assessment criteria is dissimilar to each other despite the training sessions of using it, so that would be undermines the validity and reliability. In this study both students and teachers played a role as the raters. If such performance assessment can be shown to be valid and reliable, participating students in the process of rating could contribute to lessening the burden on teachers. This study surveyed to find whether there is any significant difference among these raters in their severity or leniency in relation to difficulty levels of descriptors in the rating scale and the ability of the students. The results of Facets analysis showed that there were bias interactions between assessor types, and these bias interactions were statistically significant.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 96 pp. Englisch.

Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Rater bias is a substantial source of error in performance assessment, where raters rate examinees based on a designed rubric of a specified scale. Unfortunately, raters comprehension from the assessment criteria is dissimilar to each other despite the training sessions of using it, so that would be undermines the validity and reliability. In this study both students and teachers played a role as the raters. If such performance assessment can be shown to be valid and reliable, participating students in the process of rating could contribute to lessening the burden on teachers. This study surveyed to find whether there is any significant difference among these raters in their severity or leniency in relation to difficulty levels of descriptors in the rating scale and the ability of the students. The results of Facets analysis showed that there were bias interactions between assessor types, and these bias interactions were statistically significant.