Journals / International Journal of Assessment Tools in Education / 2019 / Cilt: 6 - Sayı: 2

An Empirical Study for the Statistical Adjustment of Rater Bias Mustafa İlhan

Pages
193–201
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

It was concluded that diversities created by rater× examinee bias in examinees’ ability estimation, item difficulty indices andmeasures of rater severity and leniency were, to a large extent, eliminatedby bias adjustment.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study investigated the effectiveness of statisticaladjustments applied to rater bias in many-facet Rasch analysis.
📊
Key Findings & Data:Somechanges were first made in the dataset that did not include rater × examineebias to cause to have rater × examinee bias.
💡
Conclusion & Impact:It was concluded that diversities created by rater× examinee bias in examinees’ ability estimation, item difficulty indices andmeasures of rater severity and leniency were, to a large extent, eliminatedby bias adjustment.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This study investigated the effectiveness of statisticaladjustments applied to rater bias in many-facet Rasch analysis. Somechanges were first made in the dataset that did not include rater × examineebias to cause to have rater × examinee bias. Later, bias adjustment wasapplied to rater bias included in the data file, and the effectiveness of thestatistical adjustment was further examined. The outcomes pertaining to thedatasets with and without bias, and to which the bias adjustment wasapplied, were compared. It was concluded that diversities created by rater× examinee bias in examinees’ ability estimation, item difficulty indices andmeasures of rater severity and leniency were, to a large extent, eliminatedby bias adjustment. This result indicates that the bias adjustment usingmany-facet Rasch analysis is a viable way to control rater bias.

🔖

Cite This Article

İlhan, M. (2022). An Empirical Study for the Statistical Adjustment of Rater Bias Mustafa İlhan. International Journal of Assessment Tools in Education, Cilt: 6 - Sayı: 2, 193–201. https://ajindex.com/articles/540159

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (9)

  1. Aubin, A. S., St-Onge, C., & Renaud, J. S. (2018). Detecting rater bias using a person-fit statistic: A Monte Carlo simulation study. Perspectives on Medical Education, 7(2), 83- 92. http://dx.doi.org/10.1007/s40037-017-0391-8
  2. Bailey, K. (1994). Methods of social research. New York: The Free. Bennett, R. E. (1991). On the meanings of constructed response. ETS Research Report Series, 2, 1-46. http://dx.doi.org/10.1002/j.2333-8504.1991.tb01429.x
  3. Bennett, R. E., Ward, W. C., Rock, D. A., & LaHart, C. (1990). Toward a framework for constructed response items. ETS Research Report Series, 1, 1 - 29. http://dx.doi.org/10. 1002/j.2333-8504.1990.tb01348.x Connaway, L. S., & Powell, R. R. (2010). Basic research methods for librarians. Santa Barbara, CA: Libraries Unlimited. DeMars, C. (2010).
  4. Item response theory. Oxford, UK: Oxford University. Eckes, T. (2005). Examining rater effects in TestDaF writing and speaking performance assessments: A many-facet Rasch analysis. Language Assessment Quarterly, 2(3), 197- 221. http://dx.doi.org/10.1207/s15434311laq0203_2
  5. Fahim, M., & Bijani, H. (2011). The effects of rater training on raters’ severity and bias in second language writing assessment. Iranian Journal of Language Testing, 1(1), 1-16. Retrieved from http://www.ijlt.ir/portal/files/401-2011-01-01.pdf
  6. Güler, N., İlhan, M., Güneyli, A., & Demir, S. (2017). An evaluation of the psychometric properties of three different forms of Daly and Miller’s writing apprehension test through Rasch analysis. Educational Sciences: Theory & Practice, 17(3), 721-744. http://dx.doi.org/10.12738/estp.2017.3.0051
  7. Haiyang, S. (2010). An application of classical test theory and many facet Rasch measurement in analyzing the reliability of an English test for non-English major graduates. Chinese Journal of Applied Linguistics, 33(2), 87 - 102. Retrieved from http://www.celea.org.cn/ teic/90/10060807.pdf Haladyana, T. M. (1997). Writing test items to evaluate higher order thinking. Needham Heights, MA: Allyn & Bacon. Hogan, T. P., & Murphy, G. (2007) Recommendations for preparing and scoring constructedresponse items: What the experts say. Applied Measurement in Education, 20(4), 427- 441. http://dx.doi.org/10.1080/08957340701580736
  8. Houston, W. M., Raymond, M.R., & Svec, J. C. (1991). Adjustments for rater effects in performance assessment. Applied Psychological Measurement, 15(4), 409-421. http://dx.doi.org/10.1177/014662169101500411
  9. Hoyt, W. T. (2000). Rater bias in psychological research: