Academic Journals Database
Disseminating quality controlled scientific knowledge

A LLTM approach to the examination of teachers’ ratings of classroom assessment tasks

ADD TO MY LIST
 
Author(s): KAREN DRANEY | MARK WILSON

Journal: Psychology Science Quarterly
ISSN 1866-6140

Volume: 50;
Issue: 3;
Start page: 417;
Date: 2008;
VIEW PDF   PDF DOWNLOAD PDF   Download PDF Original page

Keywords: IRT | LLTM | rater effects | teacher effects

ABSTRACT
This paper investigates the use of a specific case of the Linear Logistic Test Model, known as the rating scale rater model, in which the item parameter is conceptualized to include an item difficulty parameter, plus a rating severity parameter. Using this model, the severity of groups of teachers is investigated when they scored sets of 321 pretests and posttests designed to be congruent with an embedded assessment system. The items were included in a linked design involving multiple booklets randomly allocated to students. Individual teachers were found to differ in overall severity, but also showed a reasonable amount of consistency within two of the three district moderation groups. Teachers also showed some mean differences between districts. There is also evidence that the model may be too tightly constrained, and further exploration using a less constrained model is indicated.
Why do you need a reservation system?      Save time & money - Smart Internet Solutions