@article{article_70218, title={Crossed random-effect modeling: examining the effects of teacher experience and rubric use in performance assessments}, journal={Eurasian Journal of Educational Research}, pages={1–28}, year={2015}, DOI={10.14689/ejer.2014.57.4}, author={Kan, Adnan and Bulut, Okan}, keywords={Performance assessment, rubric, teaching experience, reliability, rater effects, crossed random effects model}, abstract={<p>Performance assessments have emerged as an <br />alternative method to measure what a student knows and can do. One of <br />the shortcomings of performance assessments is the subjectivity and <br />inconsistency of raters in scoring. A common criticism of performance <br />assessments is the subjective nature of scoring procedures. The <br />effectiveness of the performance assessment procedure depends highly on <br />the quality and coordination of teacher and rubric. To gain a better <br />understanding of the interaction between teachers and performance <br />assessments, it is crucial to examine the effects of teacher-related factors <br />and how teachers interact with scoring rubrics when grading performance <br />assessments. One of these factors is teachers’ work and scoring experience. <br />When grading performance assessments, the experienced teachers may be <br />expected to grade student performances more objectively through their <br />experience in instruction and evaluation than the teachers with less <br />teaching and scoring experience. </p>}, number={57}, publisher={Özer DAŞCAN}