Crossed random-effect modeling: examining the effects of teacher experience and rubric use in performance assessments

Abstract

Performance assessments have emerged as analternative method to measure what a student knows and can do. One ofthe shortcomings of performance assessments is the subjectivity andinconsistency of raters in scoring. A common criticism of performanceassessments is the subjective nature of scoring procedures. Theeffectiveness of the performance assessment procedure depends highly onthe quality and coordination of teacher and rubric. To gain a betterunderstanding of the interaction between teachers and performanceassessments, it is crucial to examine the effects of teacher-related factorsand how teachers interact with scoring rubrics when grading performanceassessments. One of these factors is teachers’ work and scoring experience.When grading performance assessments, the experienced teachers may beexpected to grade student performances more objectively through theirexperience in instruction and evaluation than the teachers with lessteaching and scoring experience.