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Reliability of Ratings of Multidimensional Fluency Scale with Many-Facet Rasch Model

Yıl 2022, Cilt 9, Sayı 2, 470 - 491, 26.06.2022
https://doi.org/10.21449/ijate.974214

Öz

The aim of this study was to determine whether the reliability of raters was provided by assessing reading prosody using the Multidimensional Fluency Scale (MDFS). The study was completed with a cross-sectional design, and in line with this, the prosodic reading skills of 41 fifth-grade students were rated by elementary school classroom teachers and Turkish language arts teachers using the MDFS. Data obtained from the ratings were analyzed with the many-facet Rasch model (MFRM). When the findings are investigated, the reading prosody rubric used in the research served the purposes of the reading prosody criteria, the sub-dimensions of the rubric could be reliably differentiated, the determined criteria were reliable, and the criteria categories appear to be adequate. Additionally, the severity and leniency of raters were found to differ, and Turkish language arts teachers were found to perform more severe ratings than classroom teachers. It was found that raters were ranked reliably in terms of severity/leniency, and that their levels of severity/leniency differed from each other. Another result obtained is that the prosody criterion that students completed with the most difficulty was phrasing. Therefore, it was concluded that the MDFS is a reliable rubric and that researchers and teachers can reliably use it to assess prosodic reading skills.

Kaynakça

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Reliability of Ratings of Multidimensional Fluency Scale with Many-Facet Rasch Model

Yıl 2022, Cilt 9, Sayı 2, 470 - 491, 26.06.2022
https://doi.org/10.21449/ijate.974214

Öz

The aim of this study was to determine whether the reliability of raters was provided by assessing reading prosody using the Multidimensional Fluency Scale (MDFS). The study was completed with a cross-sectional design, and in line with this, the prosodic reading skills of 41 fifth-grade students were rated by elementary school classroom teachers and Turkish language arts teachers using the MDFS. Data obtained from the ratings were analyzed with the many-facet Rasch model (MFRM). When the findings are investigated, the reading prosody rubric used in the research served the purposes of the reading prosody criteria, the sub-dimensions of the rubric could be reliably differentiated, the determined criteria were reliable, and the criteria categories appear to be adequate. Additionally, the severity and leniency of raters were found to differ, and Turkish language arts teachers were found to perform more severe ratings than classroom teachers. It was found that raters were ranked reliably in terms of severity/leniency, and that their levels of severity/leniency differed from each other. Another result obtained is that the prosody criterion that students completed with the most difficulty was phrasing. Therefore, it was concluded that the MDFS is a reliable rubric and that researchers and teachers can reliably use it to assess prosodic reading skills.

Kaynakça

  • Acar, M., & Anıl, D. (2009). Sınıf öğretmenlerinin performans değerlendirme sürecindeki değerlendirme yöntemlerini kullanabilme yeterlilikleri, karşılaştıkları sorunlar ve çözüm önerileri [Classroom teacher evaluation methods to use in the performance assessment process qualification of able, they comparison problems and solution proposals]. Journal of TUBAV Science, 2(3), 354-363.
  • American Psychological Associaton. (2015). Halo effect. In APA dictionary of psychology (2nd ed., p. 667).
  • Allington, R.L. (1983). Fluency: the neglected reading goal. The Reading Teacher, 36(6), 556-561.
  • Armut, M., & Türkyılmaz, M. (2017). Ortaokul öğrencilerinin okuma becerileri üzerine bir inceleme [An investigation on reading skills of middle school students]. Erzincan University Journal of Education Faculty, 20(1), 217 236. https://doi.org/10.17556/erziefd.330587
  • Aşıkcan, M. (2019). Üçüncü sınıf öğrencilerinin akıcı okuma becerilerinin geliştirilmesine yönelik bir eylem araştırması [An action research on ımproving fluent reading skills of third-grade primary school students] [Unpublished doctoral dissertation]. Necmettin Erbakan University.
  • Baird, J.A., Hayes, M., Johnson, R., Johnson, S., & Lamprianou, I. (2013). Marker effects and examination reliability. A Comparative exploration from the perspectives of generalisability theory, Rash model and multilevel modelling. Oxford: University of Oxford for Educational Assessment. Retrieved from http://dera.ioe.ac.uk/17683/1/2013-01-21-marker-effects-and-examinationreliability.pdf
  • Barkaoui, K. (2008). Effects of scoring method and rater experience on ESL essay rating processes and outcomes [Doctoral Dissertation, Available from ProOuest Dissertations and Theses database]. UMI No: 304360302.
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Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Bilimsel Disiplinler
Yayınlanma Tarihi June
Bölüm Makaleler
Yazarlar

Çiğdem AKIN ARIKAN> (Sorumlu Yazar)
Ordu University
0000-0001-5255-8792
Türkiye


Pınar KANIK UYSAL>
ORDU UNIVERSITY
0000-0003-1208-9535
Türkiye


Huzeyfe BİLGE>
KAFKAS UNIVERSITY
0000-0001-7664-488X
Türkiye


Kasım YILDIRIM>
MUGLA UNIVERSITY
0000-0003-1406-709X
Türkiye

Erken Görünüm Tarihi 28 Nisan 2022
Yayımlanma Tarihi 26 Haziran 2022
Yayınlandığı Sayı Yıl 2022, Cilt 9, Sayı 2

Kaynak Göster

APA Akın Arıkan, Ç. , Kanık Uysal, P. , Bilge, H. & Yıldırım, K. (2022). Reliability of Ratings of Multidimensional Fluency Scale with Many-Facet Rasch Model . International Journal of Assessment Tools in Education , 9 (2) , 470-491 . DOI: 10.21449/ijate.974214

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