Date of Award
August 2014
Degree Type
Thesis
Degree Name
Master of Science
Department
Educational Psychology
First Advisor
Bo Zhang
Committee Members
Susie Lamborn, Kyongboon Kwon
Keywords
Generalizability Theory, Peer Assessment, Rater Reliability, Self Assessment, Urban, Validity
Abstract
This project studied the validity and reliability of self and peer assessments used for group work. The targeted population is middle school students in urban schools. The sample includes 45 sixth graders selected from a public middle school in a large Midwestern metropolitan area. The students worked in groups to complete a classroom project. Self and peer assessment forms were used to rate each member's contribution to the group work. A Generalizability Theory design was used to evaluate the reliability of self and peer assessments. The validity of student ratings was assessed by comparing them to those assigned by the teacher. Results of this study indicate that peer ratings were not significantly different from teacher scores, but self-assessment scores were significantly higher than teacher scores. Acceptable rater reliability was achieved only when self-assessment scores were excluded.
Recommended Citation
Jackson, Lucas, "Validity and Rater Reliability of Peer and Self Assessments for Urban Middle School Students" (2014). Theses and Dissertations. 696.
https://dc.uwm.edu/etd/696
Included in
Educational Assessment, Evaluation, and Research Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Statistics and Probability Commons